The commodification of education is an increasing threat to university honors programs. In honors, we seek to unpack this transactional model of education and uncover the inherent joy of learning. Honors professionals can challenge the commodification of education by helping students contextualize their educational experiences and by facilitating joyful, self-directed learning. Framed by research of both gifted K-12 students and college honors students, this article explores specific conversations and course designs that may combat a commodification culture and foster self-reflection and self-direction in honors students.