Should High School Freshmen Begin College Tours Early?

As students transition into high school, many begin to look beyond the next four years and turn their attention toward college. This early curiosity often raises one of the most frequently asked questions by families: “When should we start visiting colleges?” While it's most common for students to begin touring campuses during their junior or senior year—when the pressure of applications becomes more immediate—there is a noticeable trend of younger students, particularly freshmen, beginning the exploration process earlier.

This growing interest in early college tours reflects a broader shift in how students and families approach college readiness. In an increasingly competitive admissions landscape, students are encouraged to make thoughtful, informed decisions—about coursework, extracurricular activities, and career interests—as early as ninth grade. Campus visits can serve as a helpful framework for understanding what lies ahead and shaping those decisions in a meaningful way.

At Nova Scholar Education, we advocate for intentional exploration over premature pressure. We recognize that for some students, visiting colleges in 9th grade can offer motivation, direction, and valuable context that informs the rest of their high school journey. These students may have early clarity about their interests and can benefit from seeing how different colleges support specific academic or extracurricular paths. For others, however, early visits may feel overwhelming or unnecessary if they haven’t yet developed a strong sense of what they want out of their high school experience, let alone college.

This article examines the key considerations for freshmen and their families who are thinking about college tours: the potential advantages, common concerns, and practical strategies to make the most of early visits. Whether your student is ready to explore campuses now or still finding their academic footing, understanding the role of early exposure can lead to more confident, informed decisions later on.

Is It Too Early for Freshmen to Tour Colleges?

The question of whether high school freshmen should begin touring colleges doesn't have a one-size-fits-all answer. While it’s true that most students typically begin campus visits during their junior or senior year, starting earlier is not inherently too soon—if the experience is guided by thoughtful intention rather than pressure or urgency.

For some students, particularly those who already have a sense of their academic interests or long-term aspirations, visiting colleges in ninth grade can be a powerful motivator. Early exposure can help demystify the idea of college, transforming it from a distant concept into a concrete goal. One Nova Scholar student reflected that walking through a university campus “turned college from an abstract idea into a goal worth working toward.” That kind of exposure can give students a clearer sense of purpose, encouraging them to take high school coursework, extracurriculars, and enrichment opportunities more seriously from the start.

However, many freshmen are still adjusting to the rhythm of high school—managing new academic expectations, navigating social environments, and exploring interests that may still be evolving. For these students, jumping into college tours too early can be more overwhelming than enlightening. Without a basic framework for evaluating colleges—such as an understanding of different learning styles, academic strengths, or preferred environments—the experience can feel premature, leaving students more confused than inspired.

It’s important to remember that readiness isn’t just about academic ability—it’s also emotional and developmental. College visits often introduce ideas about career paths, financial planning, and life away from home—topics that can be both motivating and anxiety-inducing, especially for younger students. Families should openly discuss whether a student feels prepared to engage in those conversations and approach campus visits with curiosity rather than urgency.

Ultimately, early college tours can be highly beneficial—but only when the student is ready to explore with an open mind. For some, that might happen in ninth grade. For others, sophomore or junior year may be more appropriate. The goal isn’t to rush the process but to begin it thoughtfully, aligning exploration with a student’s evolving sense of self and future.

5 Key Benefits of Starting College Tours in 9th Grade

For high school freshmen who are ready to explore, early college visits can offer a meaningful head start on the journey to higher education. While these tours don’t need to be exhaustive or overly structured, they can help young students form a clearer picture of what college entails—and how their high school years can serve as preparation. Below are five compelling reasons to begin visiting colleges as early as ninth grade.

1. Spark Long-Term Motivation and Academic Focus

College tours provide freshmen with something that can be hard to come by in early high school: a concrete sense of purpose. Visiting a campus—whether it’s walking through a historic quad, exploring a science lab, or attending a student Q&A—makes the college experience feel real and attainable.

For many students, this early exposure transforms their mindset. Instead of seeing high school as a series of disconnected assignments and classes, they begin to connect present effort with future goals. Academic performance, extracurricular involvement, and skill-building activities take on new significance when viewed through the lens of eventual college readiness.

This motivation can be especially powerful for students participating in enrichment programs like Nova Research, where independent exploration is paired with mentorship and long-term goal setting. Early college visits complement that trajectory by reinforcing what’s possible.

2. Understand Different Campus Environments

Not all colleges are the same—and discovering what type of environment suits a student best is one of the most valuable outcomes of a campus visit. From large public research universities and liberal arts colleges to faith-based institutions and STEM-focused campuses, the range of options is vast.

By visiting a diverse selection of schools early on, students gain exposure to:

• Urban vs. rural campuses
  
  
• Large lecture-based learning vs. small seminar-style classes
  
  
• Competitive vs. collaborative academic cultures
  
  
• Residential campus life vs. commuter-based communities
  
  

This insight helps students gradually identify the settings in which they’re most likely to thrive. For example, a student drawn to personalized learning and close mentorship—hallmarks of Nova Scholar Education’s model—might favor smaller institutions that prioritize faculty interaction and undergraduate research access.

3. Build Familiarity with the College Admissions Process

College admissions can be a confusing and intimidating process, especially when introduced late in high school. Beginning college tours in ninth grade gives students a chance to learn about the system gradually and organically.

Early exposure to admissions presentations and campus information sessions introduces key concepts such as:

• Holistic review and what it entails
  
  
• Test-optional policies and how they affect applications
  
  
• Academic rigor and course selection
  
  
• The role of extracurriculars, essays, and letters of recommendation
  
  

Students can ask age-appropriate questions, gain insight into what colleges value, and begin thinking about how to shape their high school experience accordingly. This understanding helps them make more strategic choices in future years—from AP course enrollment to summer research or service opportunities.

4. Begin Exploring Academic and Career Interests

Even for students who haven’t settled on a major, early college visits can open up a world of academic possibilities. Many colleges offer glimpses into their departments and signature programs, allowing students to explore what different fields of study actually look like in practice.

A student intrigued by medicine might attend a session hosted by a university’s pre-med program or tour biology research labs. A future engineer could visit a makerspace or robotics lab. Others may discover new passions altogether—from public health to creative writing—by seeing how those subjects are pursued at the collegiate level.

This exploration can inform the student’s high school experience: which electives to take, what clubs to join, and which projects to pursue independently or through programs like Nova Fundamentals or Nova Patent. It can also help students better articulate their interests when it comes time to apply.

5. Develop Organizational and Reflective Skills

Planning and executing a college visit as a freshman requires more than just curiosity—it cultivates early college readiness behaviors. From researching colleges and managing time to documenting thoughts and comparing experiences, students learn how to approach decisions methodically and reflectively.

Encourage students to:

• Take notes during or after each visit
  
  
• Use spreadsheets to track key campus features or program offerings
  
  
• Reflect on how each college made them feel—and why
  
  
• Keep brochures, maps, and photos organized for future reference
  
  

These habits not only support a more informed college search down the road, but they also reinforce valuable executive functioning skills like critical thinking, comparison, and planning—skills that are integral to both academic success and personal development.

How Freshmen Can Get the Most from College Visits

For high school freshmen who are ready to begin visiting colleges, intentional preparation and active engagement can turn each campus tour into a valuable learning experience. While the primary goal isn’t to choose a college this early, these visits can shape a student’s understanding of what they value in an educational environment and provide lasting insight that informs future decisions.

Below are several strategies to help freshmen and their families make the most of early college visits.

Bring a Thoughtful Companion

College visits are not just about walking through campus—they’re about processing what you observe. Traveling with a parent, guardian, or trusted adult provides critical support and an additional lens for reflection. Adults can help ask follow-up questions, interpret unfamiliar terms, and facilitate deeper discussion after the visit.

After each tour, take time to debrief. Consider questions like:

• What did the student notice or enjoy about the campus culture?
  
  
• Did any particular space—the library, lab, residence hall—stand out?
  
  
• Were there any surprises or disappointments?
  
  
• Could the student picture themselves as part of that community?
  
  

These post-tour conversations often reveal insights that aren’t captured in brochures or formal presentations.

Research Before You Go

Even at the freshman level, a little background knowledge can transform a passive visit into an engaging experience. Encourage students to look into each college’s:

• Academic programs and areas of strength
  
  
• Student population size and demographics
  
  
• Core values and educational philosophy
  
  
• Unique programs such as honors colleges or undergraduate research fellowships
  
  

Understanding the basics helps students frame better questions, connect their own interests with what the school offers, and notice subtle differences between campuses.

For example, a student interested in neuroscience might want to know if the college supports undergraduate research in that area—something they could follow up on during the visit. This level of curiosity signals maturity and deepens the value of the experience.

Ask Questions and Actively Engage

Many students, especially younger ones, feel hesitant about asking questions during tours or info sessions. But this is one of the most powerful ways to personalize the visit and learn what can’t be found on a website.

Encourage students to ask questions such as:

• What support is available for first-year students adjusting to college life?
  
  
• Are there opportunities for freshmen to engage in research or mentorship?
  
  
• How accessible are professors outside of class?
  
  
• What do students here do on weekends or during breaks?
  
  

If the college offers specialized panels or breakout sessions on academic departments, student life, or financial aid, consider attending those as well. These sessions often provide candid, program-specific insight that general tours can’t always offer.

Document Impressions Thoughtfully

It’s easy for details to blur together after visiting multiple campuses. That’s why capturing impressions in the moment is so important—especially for freshmen who may revisit these schools later in their college search.

Encourage students to take notes immediately after each tour. They might record:

• What they liked or didn’t like about the environment
  
  
• Specific programs or experiences that caught their attention
  
  
• A few adjectives describing the campus culture
  
  
• Any lingering questions or curiosities
  
  

Supplementing these notes with photos, videos, or saved digital brochures can help create a lasting archive that students can return to in 10th or 11th grade when college planning becomes more targeted.

Attend Specialized Events When Possible

While general tours offer a solid introduction, some colleges offer more immersive experiences for prospective students—even for underclassmen. These may include:

• Prospective student days with sample classes or student panels
  
  
• Departmental info sessions where students can hear directly from professors
  
  
• Summer academic enrichment programs or camps
  
  
• STEM, arts, or humanities-themed visits that allow students to connect with specific interest areas
  
  

These specialized opportunities give students a deeper, more personalized look into how a college supports their academic and extracurricular interests. They also help build confidence as students begin envisioning their own path.

When Should You Begin? The Answer Is Personal

Deciding when to start visiting colleges is less about following a strict timeline and more about aligning with a student’s individual readiness, interests, and goals. There is no universally “correct” time to begin college tours. What works for one student may feel rushed or unproductive for another.

For some students, especially those with early clarity around academic passions or long-term ambitions, beginning college visits as early as eighth or ninth grade can be beneficial. These early tours can ignite curiosity, offer real-world context for high school coursework, and provide a broader perspective on what’s possible. A ninth-grade student visiting a campus with strong research opportunities, for instance, may be inspired to pursue a science fair project or mentorship experience that aligns with that interest.

For others, waiting until sophomore or junior year may be more appropriate. By then, students may have had more time to understand their learning preferences, build academic confidence, and reflect on what kind of environment supports their growth. With a few years of high school experience behind them, they may also be better equipped to evaluate how a particular college’s offerings match their evolving interests.

The key factor is intentionality, not timing. Early visits should not be about making definitive decisions or compiling a final college list. Instead, they should be approached as a tool for exploration—a way to learn about different types of schools, observe the rhythms of campus life, and begin identifying what truly matters in a college environment.

Students who tour with this mindset often return home more motivated, not overwhelmed. They gain a framework for asking meaningful questions and making informed choices throughout high school—from course selection to extracurricular involvement to summer enrichment.

Ultimately, the decision to begin college visits should stem from a sense of curiosity and personal readiness, not external pressure. Whether a student begins visiting in freshman year or waits until later, the goal should remain the same: to discover, reflect, and gradually shape a path that feels both purposeful and exciting.

Final Thoughts

College visits can be one of the most exciting and formative parts of the high school journey. When approached with the right mindset—especially during the freshman year—they serve as more than just a preview of campus life. They become a catalyst for intentional growth, helping students connect their present efforts with future possibilities.

Early exposure to diverse campuses, academic programs, and student experiences can broaden a young student’s understanding of what higher education can look like. Whether it’s stepping into a science lab, listening to a student panel, or simply observing the campus culture, these moments encourage reflection and spark motivation. For freshmen, even a single visit can lead to greater engagement in high school, more purposeful course selection, and the early shaping of academic and personal goals.

At Nova Scholar Education, we emphasize the value of this kind of purposeful exploration. Whether students are engaging in early academic enrichment through Nova Fundamentals, conducting independent research in Nova Research, or developing real-world solutions through Nova Patent, our programs are designed to instill the same qualities that college tours help nurture—curiosity, initiative, and clarity of purpose.

Ultimately, the decision to start college tours in ninth grade should be guided not by pressure, but by readiness and curiosity. For students and families who take this journey thoughtfully, these visits can do more than inform a college list—they can begin shaping a student’s entire high school experience.

For freshmen beginning to explore what lies ahead, college visits offer a meaningful first step—not just in planning for the future, but in actively building it. With the right support and a spirit of discovery, students can approach the college process with confidence, intention, and a strong sense of possibility.