Less than half of the undergraduate students in the Department of Crop, Soil, and Environmental Sciences at Virginia Tech take part in a formal undergraduate research project where they are required to write up the results of their study. Many students work part-time on campus in the department to gain practical experience, but this does not always lead to ownership in the research or authorship. I had not experienced the student activities at the Students of Agronomy, Soils, and Environmental Sciences (SASES) activities at the ASA, CSSA, and SSSA (tri-societies) annual meetings, but I knew six students that had completed undergraduate research in forages, turf, or soil science. We solicited funding, met weekly to prepare oral or poster presentations, travelled to the SASES and tri-societies meetings, and presented in the SASES oral or poster competitions. After the trip, the students answered a survey and wrote about experiences gained. Two of the six won a presentation award. The experiences were positive, despite the pressure in presenting in front of judges and peers. Meeting students and clubs from other institutions was a great sharing experience. The SASES social activities allowed networking, and the workshops were educational. The students enjoyed the plenary speakers and the exhibits, meeting alumni and potential graduate school advisors. All six interviewed for graduate school, deciding to do so influenced by the atmosphere of the meetings. Only one had prior insight into the professional aspect of their science. The trip helped them gain skills for graduate school and professional life. The ratio of six students to one professor made it difficult for individual introductions to my professional peers. My personal satisfaction while attending the tri-societies meeting was less than normal. However, the intrinsic rewards of mentoring the students and spending time with them equaled the missed tri-societies activities, and I felt the trip was a unique learning experience for all.