Many assume that moving honors students into separate sections adversely affects the academic performance of non-honors students, an assumption the authors faced at their institution. In the context of a study done in a college of engineering, that perception is even stronger because peer-to-peer and group projects are such important pedagogical elements of the engineering undergraduate curriculum. Their study indicates that the implementation of honors sections for selected core courses in the University of Iowa (UI) College of Engineering did not adversely affect non-honors engineering students taking those same core courses.