Going over the syllabus is a mainstay of the first day of classes. However, the first day also represents an important opportunity to engage with students and set expectations. Rather than "walk through" the syllabus and ask students whether they have questions, I use a different strategy to increase engagement and establish the expectation that students will be active cocreators in learning. I provide students with a syllabus treasure hunt, which I call a syllabus activity to avoid any sense of being pejorative. Students work in groups and are given 7 to 8 questions about the syllabus, such as "Where do I find an article for the critical appraisal assignment?" Students have to read the syllabus to find the answers (see Supplemental Digital Content, Figure, available at: http://links.lww.com/NE/B304). The questions aim to address common issues or find key information that supports successful course completion. I have found that using questions such as this ultimately decreases the number of emails I receive, which helps keep course administration manageable. In the second part of the activity, students generate 2 questions about the following: (a) course content; (b) assignments; and (c) topics we will cover. Each group is expected to ask questions, creating a safe environment to clarify any issues students have identified. These strategies have changed the way students engage with the syllabus and set a positive tone for the semester ahead.