In this article, the author asks members of the honors community to interrogate the way they narratively frame honors experiences so that these constructs are as inclusive as possible. Employing admissions practices that do not disadvantage students from underrepresented backgrounds is crucial, but also essential is that they do not unintentionally turn away such students even before they might consider applying to honors. The way they discuss honors and the stories they tell about it can signal to underrepresented students that they do not belong. Ultimately, the author wants to think about how success narratives are structured in honors education; ask how open or available these narratives are to students from underrepresented backgrounds; and make sure they are not simply reinforcing privilege when their narratives make promises to students about what it means to join the honors community.