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Building Confidence, One Weld at a Time
Senior EZ ’26 reflects on craftsmanship, persistence, and the process of building a go-kart from the ground up.
Spring 2026
When EZ first decided to build a go-kart for his senior project, he had almost no experience working in the metal shop. By the end of the year, he had not only built a fully functioning vehicle, but also discovered something much bigger in the process: confidence in his ability to figure things out.
The idea began while EZ was thinking about college and the kind of engineering work he hoped to pursue in the future. After touring schools and learning more about collegiate racing and engineering programs like Baja SAE, he started thinking seriously about creating something that would help prepare him for that next step.
“I really wanted to do something that would help me in college,” he says. “I’ve always loved building things and seeing the process from planning and prototyping to actually making it work.”
At first, the project felt overwhelming. There were constant challenges along the way, especially when it came to materials and troubleshooting. EZ spent weeks sourcing steel, ordering parts, discovering he had ordered the wrong size, waiting for replacements, and trying to solve problems that didn’t always have straightforward answers.
One of the hardest stretches came while building the seat frame. “I would put it together, and then one of the welds would crack,” he says. “Or I’d realize the angle was slightly off and it wouldn’t sit level. Then I’d have to take the whole thing apart again.”
At one point, after spending nearly two weeks reworking the same section, he remembers thinking, This thing is never going to get finished. But over time, frustration slowly turned into confidence.
The first time EZ tried welding, he accidentally melted straight through the metal. “I was super intimidated at first,” he admits. “But every time I hit an obstacle and figured it out, I gained a new sense of confidence.”
That process of learning by doing became one of the most meaningful parts of the project. Instead of simply studying engineering concepts in theory, EZ was forced to problem solve in real time, adapting as new challenges appeared.
“A lot of the time when you’re just learning something on a computer, it doesn’t really stick,” he says. “But when it’s stored physically in your body through actually doing it, I think you remember it differently.”
That hands-on approach to learning is one of the things EZ says has shaped his entire experience at Midland.
“I love hands-on learning,” he says. “Being able to visualize a project and then bring it into reality and physically hold it in your hands is such a cool feeling.” He points to classes like woodworking, field ecology, and geology as some of the spaces where that kind of learning feels most real to him.
Woodworking in particular helped build confidence before he ever stepped into the metal shop. “I took woodworking three times,” he says, laughing. “It’s probably my favorite Midland class I’ve ever taken.”
Throughout the year, EZ also leaned heavily on support from faculty mentors, especially woodworking teacher Andrew Gardiner, along with other adults on campus who helped answer questions, troubleshoot problems, and encourage him through the process.
“Having faculty nearby who are willing to help and answer questions made a huge difference,” he says. “I could walk over and ask Andrew, ‘Hey, how does this work?’ and that support really helped me keep moving forward.” He also credits the structure and accountability of Midland’s senior project program, along with regular check-ins from Dean of Academics and Associate Head of School, Ellie Moore, for helping him stay focused throughout the year.
“At another school, I honestly don’t think I would have attempted something like this,” he says. “Midland really pushes you to follow through and do your best work.”
The moment when the project finally came together happened almost all at once. After months spent building the frame, troubleshooting the clutch, and assembling dozens of smaller components, EZ finally poured motor oil into the engine, added gas, and tried turning it on for the first time. “It just worked,” he says. “I remember thinking, ‘Oh my gosh, this is crazy.’”
Next year, EZ will head to Colorado School of Mines to study engineering, where he hopes to join collaborative student engineering and racing teams. He’s excited to continue building, learning, and working alongside other students who share the same interests.
Still, when he reflects on the project now, the biggest takeaway has less to do with the go-kart itself and more to do with what he learned about taking risks and trusting himself.
“There’s really no such thing as too ambitious of a project,” he says. “If you can visualize it and see yourself doing it, then that’s enough.”
Written by Jasmine Fullman, Admissions Associate
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