The goal of many university programs is to equip students not only with mastery of the course content but also critical thinking, problem-solving, and interpersonal skills. When done well, team-based learning accomplishes these goals all while building student confidence as they move into positions with high-stakes decisions. [University] utilized a capstone course and the management of a 70-acre farm to achieve these goals. After researching the history of the farm, students in the capstone course were randomly placed into teams. Then, within their teams, they self-identified areas of expertise into three committees: agronomy & fertility, marketing & finance, and equipment & technology. While these committees researched and discussed best practices, most recommendations were made by teams: a group of 3-4 students which included at least one student from each committee. Tasked with managing the school field, students made seed, fertilizer, herbicide, and insurance decisions to ensure a profitable harvest. Through this process, students were able to shine in their area of expertise while also understanding the competing desires of agronomy and economics. This structure allowed all recommendations to be made in light of agronomic, financial, and technological concerns. Any gaps in expertise were filled by inviting industry professionals into the classroom. Through this process, students gained valuable farm management, communication, and teamwork skills. Additionally, this model encouraged students to make big decisions with confidence while also considering diverse perspectives. Utilizing both teams and committees, students were able to complete the capstone course with confident critical thinking, problem-solving, and interpersonal skills aptly preparing them for future high-stakes decisions as they enter their career.