Traditionally, discussion about the value of honors education focuses on the outcomes for students: enhancement of skill sets that are (a) academic, (b) social, (c) leadership-oriented, (d) personal, and (e) vocational or professional. These are all real outcomes, but they can also be achieved outside honors. What makes honors special is that it provides a place, a program, and the resources for nourishing these outcomes in the company of other high-achieving students who are undergoing the same transformations and who show respect for these high ambitions in their peers. In this article Ball State University president, Paul Ferguson discusses some less widely discussed effects of honors education such as its impact on faculty development and the institutional benefits gained by having such a program on campus. He concludes that a true value of honors is the catalytic impact such a learning experience has on honors students and in turn on their peers, their faculty, and even their administrators. A culture of intellectual risk-taking, which at Ball State they associate with entrepreneurial learning, can permeate the institution, inspiring it to engage and achieve at higher degrees of rigor, expectation, outcomes, and performance. Performance can be improved not only in the academic and research agendas but in the other divisional agendas of business affairs, student affairs, enrollment services, and strategic communications--all advancing the stature of the institution.