Undergraduate curricula for natural resource and agronomic programs have been introduced and revised during the past several decades with a desire to stay current with emerging issues and technologies relevant to constituents. For the past decade, the Department of Crop, Soil, and Environmental Sciences (CSES) faculty at the University of Arkansas has engaged in decision making processes to revise its two undergraduate degree programs: Environmental, Soil, and Water Science (ESWS) and Crop Management (CPMG). In working separately and targeting distinct areas for improvement, CPMG and ESWS faculty have taken similar approaches to curriculum review. After reviewing other academic programs for common elements needed to revise and articulate goals for undergraduate students, faculty developed priority rankings for course topics, skill development, new course introductions, and/or revised program structures based in part on the data from curriculum matrices. Constructing and completing matrices allowed faculty to visualize strengths, weaknesses, redundancies, and gaps in the two degree programs. The CPMG faculty began meeting monthly in 1996, and within 8 years, the undergraduate curriculum in crop management had been completely revised. The ESWS faculty began meeting in 2002, and while the process is ongoing, courses have been revised and implemented, and a program structure is facilitating further improvements. Current challenges include offering new courses while simultaneously building student enrollment for a critical mass to sustain new course offerings. (Contains 2 tables and 1 figure.)