If highly selective universities are truly seeking to educate students with the desire and potential to ‘change the world,’ it seems worth investigating how well their students measure against such a goal. Taking a theory-based approach, I outline how students’ progression through these institutions might alter their skillset, self-concept, and sense of personal efficacy as they pursue meaningful contribution in their personal and professional lives. While access to resources, opportunities to build knowledge, and a rigorous curriculum should equip students with knowledge and skills enhancing their ability to become highly contributing members of society, there are elements of these selective, challenging environments that may lead to students’ to doubt their capacity to contribute. Students' comparisons to a class of high achieving peers coupled with the embedded challenges of the selective college environment can negatively affect self-efficacy and their self perception regarding an ability to accomplish contribution-related goals. I argue that if there is reasonable suspicion that such a phenomenon is occurring increased attention and further investigation are warranted.