Creative, motivated, and high-achieving students are found in every college and university, but not all of these students participate in honors programs which might support their talent development. This comparative case study investigated the perceptions of 10 participants who completed university-level "Type III experiences." It extends the sparse research on enrichment and gifted education pedagogy in undergraduate students, framed on Renzulli's Four-Part Theoretical Model for Gifted Education in the 21st Century. Interviews explored students' perceptions of the experience and effects on their executive functions and future plans. Using Strauss and Corbin's technique of open, axial, and selective coding, one overarching theme of this study emerged: support provided for creative productivity led to autonomy and enabled students to complete advanced and creative projects.