This paper examines the importance of cultivating a sense of vocation in honors education. Through examples of coursework, program initiatives, and advising strategies, authors from across five institutions align the scholarship of vocation with best practices and principles in contemporary honors discourse, defining vocation in the context of higher education and describing how this concept works within honors curricula to enrich student experience and cultivate individual understandings of purpose. By focusing on critical reflection processes, Ignatian pedagogy, and theories of moral development and reasoning, the authors offer different models to advance the thesis that honors educators can and should address personal fulfillment in addition to intellectual talent, and they posit vocational exploration and discernment as tools for extending and deepening their students' personal sense of meaning in local and global communities.