In the first article of this series, we outlined the conceptual shift of taking summer program from an extrinsic activity, only marginally important to the school, to an intrinsic activity that is central to the school’s mission. In this article, we outline some key questions from the upper school student’s point of view. The principal objection to the third semester has nothing to do with organization, faculty, money, or facilities. Rather, the principal objection is voiced by the student: I can’t imagine doing in the third semester what I’ve been doing all year. A third “semester” cannot be successful if the other two semesters are not considered—by the students themselves—as being of high value, entertaining, inspirational, and engaging.