This case-study explores experiences of undergraduate students navigating their learning in alignment with their Professor’s goal to offer all students opportunities to transition from ordinary to extra ordinary students. This case study affirms the findings of other research, that lack of prior experience does not deter learners them from posting unique outcomes.  The case study exemplifies the enabling role of a professor for students to lean beyond the classroom bringing them to achieve their highest potential. “At a point, I felt that I was not learning the maximum amount possible by solely attending class. By engaging in entrepreneurial activities I was able to better grasp concepts in class, and think from more of an application lens, rather than an academic lens” (Student A,). Student B said “my colleague and I were treated as professionals and were consulted about every decision made.” The two students initiated a shuttle services project which serves the students, faculty and staff, the first of its kind in the history of the University. This case study affirms findings in other studies found that “academic and research for opportunity recognition” augmented with “non-academic ties” contributes immensely to the much needed formation of, strong and collaborative networks for “market credibility” (Billstrom, Novotny & Rasmussen, 2017).  Similarly in a study of undergraduate and graduate students aspiring to engage in entrepreneurship, research found that students who had no prior experience had higher motivation and exercised more caution in business plans, than those who had prior experience (Ferreira, Loiola & Gondim (2017).