Many universities offer capstone projects as an integrating, experiential learning device for diverse theories that students might otherwise not be able to practice. This research describes two variations on capstones as exemplifying the diversity of such courses. This research develops a conceptual mapping of types of capstones, discussing two variations in real-world capstones in depth. The risks and oversight requirements of professors for the two variants differ considerably. Prescriptions for managing the risks with each type of project are offered.