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In Larry Clark’s monograph chapter on the education of academically talented college students, he challenged honors educators to consider their role in helping students find their path, particularly through the addition of self-reflection and exploratory projects in honors courses. In an honors first-year experience (FYE) course for science, technology, engineering, and math (STEM) majors at the University of Florida, one assignment was designed in particular to meet the special needs of honors students and to achieve Larry Clark’s goals. This article serves as an illustration and model of “helping students find their path” through Melissa Johnson’s perspective as an instructor, and through the comments of two first-year students–Stephanie Podjed and Sean Taasan–who took an honors FYE course for STEM majors at the University of Florida. The honors FYE course for STEM majors is taught by an honors advisor with the assistance of two honors student leaders who are also STEM majors. This elective course introduces students to opportunities in the STEM fields that include research with faculty, internships, and global engagement while at the same time building skills in areas such as networking, interviewing, and résumé development. This one-credit course meets once a week for an hour, but also includes a hybrid component where students complete online modules to prepare them for each week’s class. The online modules provide a series of guides where students reflect on the previous week’s topic, review background material for the next week’s topic, and search for and discuss opportunities relevant to their interests.