As a philosopher and an art historian, the authors decided to record their experience after discovering they shared similar journeys changing their courses. They had both been dissatisfied with their students' learning outcomes and their own tired patterns of teaching. After learning about Dee Fink's (2003) integrated course design (ICD) and his six kinds of learning objectives, they both saw ways to have students not only learn required foundational material but also apply that learning to life, communicate creatively about it, and value the resulting experience deeply. They were ready to change the way they teach. With transformed methods--and some bumps and dead-ends along the way--they envisioned larger dreams; helped their students integrate goals, activities, and assessments; and experienced a sense of continuing renewal in their teaching energies. This article highlights their individual efforts to transform their classes in philosophy (Roben Torosyan) and art history (Marice Rose). Although they were working on the same kinds of issues (for example, developing learning goals and creating learning activities), as they implemented integrated course design, they are reporting their experiences in separate sections of this article. (Contains 2 figures.)