The Lilly Endowment's Programs for the Theological Exploration of Vocation offered a range of educational activities and opportunities for students, faculty, and staff to reflect on and discern their values, beliefs, and goals across a wide spectrum of collegiate life. Tim Clydesdale has found that these opportunities were of much value to those who participated in them, as well as to the schools that created them. The success of these programs raises the question of how others might create similar opportunities, including at schools that are not faith based. This article describes how Earlham College, Wake Forest University, and Butler University tailored programs to meet the needs of their students, staff, and faculty according to their institutional missions. As well, in the cases of Earlham College and Wake Forest University, the programs were consistent with the schools' respective denominations (Butler University does not have a religious affiliation). Although the programs looked very different at each school, common to the three were the ample opportunities they provided for students to reflect, discern, and practice living a vocation. Common as well were the experiences of those students who do not follow a neat line from reflection through discernment to living their vocations. Instead, students at each school reflected and discerned simultaneously, iteratively, in fits and starts, sometimes solo, and at other times in groups. The three schools also provide a glimpse of how individuals with responsibilities in different domains of a campus--the staff of a center for religious life, a university leader and head of a career center, and faculty members--can contribute to the theological exploration of vocation.