Assessment of student learning is a priority within the University Studies curriculum; however, those findings are aggregated and do not capture the experience, or voice, of the individual student. This article addresses that missing data by ceding the floor to seven dynamic student coauthors. Individually, their autoethnographies illustrate the path each has taken through higher education and how University Studies courses have informed their understanding of themselves along that journey. Collectively, their findings highlight that when faculty practice critical vulnerability and critical reflection, the curriculum meets or exceeds its learning goals. In contrast, we found that the learning goals were rarely used by faculty as a framework for course reflection after Freshman Inquiry. Therefore, to increase the number of faculty both practicing critical vulnerability and providing students a framework for their learning, we recommend the expansion of relational faculty support systems within University Studies to expand the Program's delivery of transformative learning.