Over the course of eighteen months, a project based at the Center for Hellenic Studies in Washington D.C. studied undergraduate programs in classics with the goal of developing a better sense of how a major in classics fit within the broader agenda of liberal education. The study adopted a student-centered approach, employing a team of six undergraduates and one first-year graduate student to conduct the research, and began with two empirical questions: what constitutes a major in classics and what kind of department offers such a major. To answer those questions, a team of undergraduates collected information about major programs of stud in classics, starting with an initial survey of colleges and universities that yielded a list of 30 institutions where students could major in the field. The team narrowed the sample and focused primarily on programs at sixty-nine liberal arts colleges, five institutions that offer a terminal master’s degree in classics and ten universities that offer a Ph.D. The first part of this article discusses what we learned from assembling this information. The second part focuses on what members of the classics community—especially the students—at four of the liberal arts colleges in the sample had to say about liberal education and the classics. Both parts include some ideas, based on our observations, about improving programs of study in general or, at the very least, providing undergraduate students with a better understanding of how engagement in a particular field of study fits within the overall experience of gaining a liberal education.