School library professionals are, by nature, the nurturing sort. They thrive on systems and strategies to scaffold student success. They create templates, lists, and signage to make life easier for their patrons. They model quality research strategies; they demonstrate technology applications; and they provide exemplars of final products. Since students will fail now and then, wander aimlessly, make mistakes on occasion, and experience some good old-fashioned frustration "en route" to their destination, school library professionals must guide and equip them with the confidence to select, evaluate, and use information appropriately and effectively. If students are seldom given the chance to think and learn on their own, they are less likely to develop the skills required to be comfortable with initiative. School library programs must take the lead and include meaningful student leadership opportunities so that students are constantly learning how to handle the expansion of information demands and learning to think on their own. The author shares what she learned about leadership while participating in an experiential learning program for middle school students. The facilitator, a middle school teacher, referred to the concept of crew member versus passenger as he was preparing students for a variety of activities.