Teacher recommendation letters are among the most important—yet also most overlooked—components of applications to highly selective colleges, with very few students thinking strategically about the type of information they provide their teachers.

In this episode, we examine three common questions found on teacher recommendation questionnaires that can unintentionally weaken an otherwise strong application. We explain why seemingly harmless prompts about academic struggles, intended college majors, and passions outside the classroom often create strategic problems and how students can instead provide information that better reinforces the overall themes of their applications.

More broadly, we discuss why students must adopt a proactive, rather than reactive, approach across recommendation letters, essays, and other application materials, pivoting away from irrelevant and poor questions, while also ensuring no potentially advantageous details are spared even if they are not directly prompted.

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“The Game” is hosted by Sam Hassell and brought to you by Great Minds Advising.

Great Minds Advising’s unique, hands-on mentorship program and its deep strategic insight into the application review process have earned the company a nation-leading track record of excellence, with 100% of its students gaining admission to a top-choice school in the 2024–25 application cycle.

Its students have recently gained admission to Stanford, Princeton, Yale, Columbia, Penn, Brown, Dartmouth, Cornell, Duke, Georgetown, Vanderbilt, Johns Hopkins, Rice, Northwestern, UC-Berkeley, and WashU (among many others) and are admitted to the Ivy League at a rate 14x the national average (90% when applying early).

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