Noting that the decision to offer special sections or courses for superior communication students is often ignored because such students are not very visible in the traditional classroom, this paper focuses on some of the considerations involved in honors programs and proposes some guidelines for developing them based on extant honors programs and models of intellectual development in young adults. The first part of the paper explores established models for honors programs; nationally identified objectives for honors programs; a program at Miami University, Oxford, Ohio, that encompasses those objectives; and the departmental honors sequence of that program. The second section of the paper discusses guidelines for developing course/curriculum content, specifically Bloom's Educational Taxonomy and Perry's Scheme of Intellectual Development. A syllabus based on Bloom's Taxonomy is included. (Appendixes contain a more detailed list of the national honors program objectives, guidelines for participation in the Miami University Honors program, and more detailed presentations of Bloom's Taxonomy and Perry's Scheme of Intellectual Development.) (HTH)