The introduction of large language models and other similar AI tools has greatly changed teaching and learning at all levels. Most literature responding to this has focused on how to detect, to discourage, or to otherwise deal with students’ use of these tools. This experience report discusses an intervention in a senior capstone course whereby students were required to use the tools throughout a semester-long themed assignment. At each stage students were also required to reflect on their and the tool’s performance. The paper reports on lessons learned about both the assignments and the overall approach of requiring such usage.