Students today face a reality of ever-increasing chaos. A sense of personal direction can be difficult to attain, especially in the murk of pursuing a degree as rigorous and attention-demanding as physics. Our project aims to frame the pursuit of a physics degree as a hero's journey (Campbell, 1949) in order to design discussion points for undergraduates to consider their experiences from an archetypal view. Our intent is to connect students with timeless and emergent mythological forms that are images of a universal psychology. In this paper, we coordinate stages of the hero's journey with various subjective experiences from undergraduate STEM students, as reported in "Talking About Leaving", (Seymour & Hewitt, 1997), with supplements from the theory of optimal experience "flow", (Csikszentmihalyi, 1990). Our ultimate goal is to help students understand their experience studying physics in ways that promote productive, responsible, proud, and mentally healthy engagement within their academic and social lives.