Part of our mission as educators is to come up with innovative pedagogical tools and teaching strategies that enhance the students’ learning experience by transforming their motivation into a meaningful personal engagement with their learning. On the other hand, the rising tuition fees, the pursuit of professional specialization and the institutionalized compartmentalization of the educational experience have exacerbated the student-as-consumer phenomenon, shaping an attitude toward learning and an approach toward teaching which often do not comply with the spirit of a Liberal Arts education. This attitude is even more pronounced when it comes to courses that students see as an easy credit or that they just have to complete in order to satisfy the distribution requirements2 of their respective programs. Language courses often falling under this category, students’ expectation from these courses is simply to enhance their written and oral abilities in the given language, and it is uncommon for instructors to incorporate in their teaching other elements of a broader and more meaningful educational experience, thus feeding and perpetuating the students’ mentality.