This essay is an updated revision of an essay published by Marca V. C. Wolfensberger in the "Journal of the National Collegiate Honors Council" 5.2 (fall/winter 2004): 55-66. A lot has changed in the Dutch honours landscape since the original version of the study was published. Although the body of knowledge is increasing, the insight into effective honours programmes has not developed at the same pace as has the number of honours programmes. This essay explores what kind of peers, teachers, courses, and programmes honours students look for and need in their education. This article answers the following questions: (1) What are characteristics of honours students and how do they value teachers and courses?; (2) Are possible differences constant over time and consistent across (types of) universities?; and (3) Does the researchers' theory-based learning context, which is supportive of autonomy, academic competence, and relatedness through an honours community, actually correspond with the preferences of the honours students? The present paper strives to validate and expand some of the outcomes of the 2004 article.