The benefits of encouraging undergraduate students to pursue independent research have been well documented (Craney; Guterman; Hathaway et al.; Ishiyama; Kremer and Bringle; Volkwein and Carbone). Introducing students to research processes and protocols is always a challenge, particularly for students enrolled in professionally oriented, discipline-specific colleges: so called "specialty schools." In these colleges, preparing students to do high-level research is complicated by the nature and priorities of the students as well as by the particularities of the curriculum, which is invariably more restricted in scope than that of a conventional liberal arts college. Undergraduate specialty school students tend to be highly focused on preparing for their careers, and few plan to go on to research-oriented graduate programs. Nevertheless, specialty schools typically include many liberal arts requirements in their curricula in order to give students a well-rounded undergraduate education. The challenges for the faculty working with specialty school honors students include preparing them for substantive scholarly work in a discipline in which they possibly have had little grounding, fostering a scholarly subculture in colleges that are oriented more toward pre-professional training than scholarly pursuits, and efficiently introducing basic research methodologies and scholarly protocols to students working in a wide range of disciplines outside their area of specialization. Based on the authors' own stewardship of the honors program at Babson College, as well as on interviews with honors program directors at a variety of specialty colleges, they suggest some of the approaches and pitfalls of guiding students through honors research in areas outside of their immediate disciplinary focus.