Educators, particularly those who work with students outside the classroom, are trained to identify and correct problems. This approach typically addresses gaps in skills but does not identify and exploit personal strengths. In this article, the authors argue that institutions and the students who attend them would be better served by redistributing their efforts in order to seek out primarily what is right about students and then help students nurture those talents. Policies, programs, and budget allocation systems currently focus on helping people change. Colleges and universities are especially adept at studying the most unsuccessful in an effort to help them become more successful. That approach has merit, but should be accompanied by more deliberate actions that help students discover their signature strengths and find a community in which to use them. Because the Western cultural norm typically works against this approach, colleges and universities may find that making this shift is challenging. The alternative, however, is to risk graduating students who have the potential to help make profound societal changes but do not live their lives doing so. (Contains 20 notes.)