This presentation will put forward a case based on some emerging qualitative data that classical rhetoric can successfully function in a modern university setting as a paradoxically innovative foundation course for undergraduate students in a liberal arts and sciences, thus empowering students with a range of strategies and heuristics to tackle and successfully negotiate their choice of major. The setting in question is the Roosevelt Academy (RA) in Middleburg in the Netherlands: an honor’s colleague of Utrecht University that houses 600 students who follow a liberal arts and sciences program. The arts and humanities majors among this group are obliged to take a first-year course entitled ‘an introduction to rhetoric and argumentation’. Many other sciences and social sciences students take it as an optional skills subject. It is in this course where students encounter, and learn to work with, the tools that will help them to discover, order, stylize and present their future arguments and papers in a clear, ethical and persuasive manner. The pedagogical tools that classical rhetoric offers undergraduate students may seem dated and redundant in our multimedia age, but technology and techne may prove to be far more integrative than one might first surmise. Moreover, findings are starting to suggest that classical rhetoric is alive and well in our modern universities. Rhetoric not only has a rich history, but also a promising and innovative future.