Each year, about 70 4th- and 5th-grade students from an elementary school in an Indiana urban area participate in an extracurricular social studies enrichment program called the Clio Club. Clio is derived from the Greek muse of history, and the club offers a variety of activities to help students discover and interpret social studies beyond the traditional school hours. They meet after school and on weekends, both at their public school and off site on field trips, to learn additional content and skills that are not possible during the regular school day. The members of the club engage in learning that compliments their school studies by allowing them to go into greater depth and to engage topics they would never cover in a regular curriculum (Morris, 1997). The students who elect to join this group are interested in learning more about a particular topic, as well as furthering their educational experiences. For teachers, the Clio Club offers an opportunity to let students explore and take more ownership over their learning. While doing this, the Clio Club also offers a platform for talent development.