This article describes the educational and psychological goal of self-questioning and thinking reflectively about one's beliefs as a way of facilitating progress and satisfaction in university life and in augmenting decision-making skills. One simple and powerful way for counselors to help in the process of belief development and formation of self-concept is to consider the beliefs that form the basis for a student's academic experience and then to help the student reflect on these beliefs. Thinking reflectively about your beliefs is a clear way to take control over patterns of learning and life routines in general. These beliefs about beliefs, or second-order beliefs, can serve as useful analytical tools during instances of success and failure and in the making of future plans. Developing explicit habits of personal belief analysis is vital to identifying beliefs that are flawed or inaccurate and those that may have been acquired with little to no reflection at all. We are surrounded by such beliefs and must be vigilant that the beliefs we hold are bringing about success in our lives instead of working as memes. This term was coined by Richard Dawkins to represent the notion that some beliefs tend to spread from person to person not according to the truth or accuracy of the claims, but simply due to the ease with which they are acquired and passed on.