This paper addresses Dewey's complex notion of vocation--particularly his idea of multiple vocational activities--and relates it to educating for vocation in colleges and universities. The author argues that higher educators can best respect a student's autonomy as a chooser--with multiple potential vocations--by giving him or her multiple "selections of reality" to reflect upon. In this paper, the author evokes some common sense understandings of vocation as an interlude to Dewey's discussion of multiple vocational activities in "Democracy and Education." The paper discusses the "problem of adult learning" and the difficulty it poses for introducing a wider view of vocation to undergraduates as emerging adults, and considers strategies for introducing Dewey's concept of multiple vocational activities into the university curriculum.