While traditional practices of critical reading, writing, dialogue, and discussion are no doubt essential inputs and outputs of higher education and a means of achieving critical thinking in college students, recent science and pedagogical innovation can help develop additional, unique methodologies that can have more immediate significance for learners. These tools are especially useful for honors students. One such device is First-Person Noting, a technique that not only furthers general educational goals but also may advance honors distinctiveness and learner-oriented experience that is cross- and multi-disciplinary. Through First-Person Noting, students observe and acknowledge the subjective elements of their academic experience, in particular the thoughts, sensations, and feelings that occur while they read, write, listen, discuss, and reflect. First-Person Noting is described and its use for honors students is explained in this article.