When a campus welcomes hundreds--and more likely thousands--of new students to campus each year, it is easy for those on the front lines to lose sight of how radical and novel this change is for our students. Many students experience significant transitions before college as they navigate identity formation and grapple with unforeseen disruptions because of changing family structures and geographical dislocations. For college-bound students, however, few transitions are so fundamentally reorienting and disorienting at just about every level--personal and emotional, economic and professional--as starting a college career. Students navigating this new world in real time often have no idea how much thought and labor have gone into the layers of academic and personal support that are built into the crucial constellation of services and programming of the first-year experience (FYE), such as well-orchestrated orientation programs, shared intellectual experiences, dedicated first-year advising, dynamic living-learning communities, and a host of other elements often anchored by a carefully considered first-year seminar (FYS). This volume includes eight analytical essays exploring a range of distinct pedagogical emphases united by an intensive focus on reflection, metacognitive practice, interdisciplinary engagement, and mentorship. Each of these essays is framed by a program profile that provides institutional context, introduces the honors unit, and offers a brief overview of the FYS curriculum and its evolution over time. To ensure that this collection provides relevant models for the broadest possible audience--whether one teaches at a two-year college, a private liberal arts school, or a flagship university--the collection concludes with a supplement containing ten additional program profiles. Together, the essays and program profiles collected here detail a wide range of program models and pedagogical approaches to the honors FYS that other honors units can draw upon as they develop and refine their own FYS programming.