Responding to Patricia J. Smith's essay on the appropriateness of professionalizing honors education, the author argues that discussions of specialization and standardization across honors programs should be suspended until academia has sufficiently dealt with the endemic problem of undercompensated contingent labor. The author further suggests that, rather than invite increased administrative procedures, faculty and staff exercise the characteristics most often ascribed to honors education--flexibility, creativity, community-based problem-solving, interdisciplinarity, and collaboration--to reimagine current professional practices in honors and advocate more forcefully for fair, dignified labor.