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Graduate student orientations often lean heavily on logistics: where to find resources, how to log in, and which services the library offers. While this information is important, it rarely addresses the deeper needs of graduate learners. Many of the students I work with arrive on campus already balancing careers, families, and demanding academic programs. At the University of Arkansas, graduate orientations in the College of Education and Health Professions frequently take place on weekends, serving students who travel from out of state and receive an overwhelming amount of information in a short time. For them, orientation is not simply a tour of the library, it may be their only reach chance to pause, connect, and start to see themselves as scholars. Most of my orientations are with doctoral students in education reform, educational leadership (two cohorts), curriculum and instruction (special grant cohort), and adult and lifelong learning. These programs expect students to engage with systematic reviews, meta-analyses, and evidence-based practices early in their coursework. With that in mind, I design orientations that are laid-back, responsive, and intentionally student-centered. Rather than lecture, I create space for conversation, humor, and curiosity. Activities are interactive, but low-stakes, giving students a chance to practice searching or ask questions without feeling pressured. I also weave in advanced research supports, such as evidence synthesis services, citation management tools, and scholarly publishing guidance, in ways that directly connect to their interests and immediate needs. This approach helps orientations serve as a foundation for long-term relationships. Students often return for one-on-one consultations, embedded workshops, or collaborations on scoping reviews because their first experience showed them that the library is approachable and invested in their success. What begins as a weekend sessions becomes the start of an ongoing partnership throughout their doctoral journey. In this presentation, I will share strategies I use to transform orientations into meaningful, student-driven experiences. I will also discuss assessment practices, including student feedback and follow-up interactions, that illustrate the impact of this model on graduate student research confidence and library engagement. Attendees will leave with adaptable ideas for building orientations that go beyond logistics. By reframing orientation as a chance to build confidence, belonging, and authentic connection, librarians can position themselves not only as resource providers but as trusted partners in graduate education.