Ask a college administrator about students and risk management, and you're likely to get a quick and agitated speech about alcohol consumption and bad behavior or a meditation on mental health and campus safety. But in colleges and universities, we manage intellectual risk-taking too. Bring that up, and you'll probably get little out of that same administrator except truisms about the necessity of moving students out of their psychic comfort zones and into new cognitive territory. And then we congratulate ourselves on doing that. But should we, the author of this article asks? He concludes that the students who walked out of the university most confident about their experience, mastery, and abilities were those who questioned the curricular pathways they were expected to tread and who were most inclined to wander off them. The completion agenda is a good and reasonable thing, but we'd be well advised to pay attention to the experience and learning of the "arrogant" students among us. They reveal much about what we can do wrong. But better still, they may show us what we sometimes do very, very right.