There is a tendency in academia to expect humanities graduates to have an innate understanding of the significance of their educational training, even in the midst of a diminishing regard for their chosen subjects within educational policy and public discourse. This pedagogical reflection explores the experience of two tutors and eight students on a final-year module called “The Public Role of the Humanities.” Grounded in the pedagogical principle that the Liberal Arts offers interdisciplinary education for engaged citizenship, its remit is to explore the ways in which arts and humanities perspectives play a vital role in all walks of public life. The module is designed to help students understand how they can bring their educational training to bear not just on future careers but also on the kinds of paid jobs and volunteering roles in which they are already engaged. The students each create a podcast reflecting on this topic. In this article, we discuss the shared experience of thinking about the public humanities, including situations where issues and disagreements arose. We draw conclusions about how to move beyond defensive discourse about value and instead integrate interdisciplinary insights and approaches with daily living and working practices.