The original teaching strategies for Foundations in Veterinary Medicine (PVM 201) consisted of lectures, quizzes, and individual student assessments. However, these methods were not meeting the learning outcomes of the class, which focused on preparing pre-vet students for success in veterinary medicine professional programs. Our goal was to develop new structures and assessment strategies to more effectively prepare students for their professional careers. The primary innovation focused on revising the final assignment. The original final assignment was a reflection paper and feasibility worksheet. We revised the assessment into an assignment that focused on comparing elements of the different veterinary medicine programs. The comparison assignment allowed the students to create a list of their top schools and collect information about each to help them decide which training environment would best fit their professional interests. After all data were collected, the students identified their primary school and created a multimodal presentation about the training program. After submission, the completed projects were shared with the other students in the class during a gallery walk session. Analysis of summative and formative assessments following these innovations, students reported a greater ownership of their professional preparation and increased engagement in the course. This innovation will allow the students to have a personalized tool to modify and reflect on while making their professional school selections, while also allowing them to query their peers to learn about other professional opportunities.