Having students create Learning Objects (LOs) through renewable assignments has proved more helpful to the student creators compared to disposable assignments in some aspects. Additionally, some researchers have presented evidence where the student-created LOs could benefit the users of the LOs more than traditional learning resources. In this study, I examined a collection of LOs created by college students in the subject of mathematics to understand the nature of the value that a student-created LO could bring to other learners. By extending a framework for non-disposable assignments (Seraphin et al., 2019), I evaluated 3 components that affect the value of the LOs: design, accuracy, and visibility. The results show that some intended users of the student-created LOs could benefit from using the LOs. However, the intended users of the LOs may not come across those LOs even if they searched specifically for the LOs. Subsequently, it is concluded that LOs created to be used in future iterations of the same class may be more practical in bringing value to the broader community.