Recognizing that tuition increases can no longer be used as a safety valve to avoid dealing with the underlying issues of why costs increase so much, campuses have begun the hard work of cost containment. After sharpening priorities, sometimes making tough choices in light of those priorities, campuses are still groping for ways to wrestle costs under control. At the same time, colleges and universities are discovering exciting new ways of using technology to enhance teaching and learning and to extend access to new populations of students. Most campuses have, however, bolted on new technologies to a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. By and large, colleges and universities have not yet begun to grab hold of technology's promise to reduce the costs of instruction. Containing costs--and making use of new technologies to do so--requires challenging the fundamental assumption of the current instructional model: that faculty members meeting with groups of students at regularly scheduled times and places is the only way to achieve effective student learning. In spring 1999, the National Center for Academic Transformation (NCAT) launched the Pew Grant Program in Course Redesign. Funded by an $8.8 million grant from the Pew Charitable Trusts, the program supported colleges and universities in redesigning instruction using technology to achieve quality enhancements and cost savings. Fifteen years later, the challenge that drove the program is still very much in play. Now the National Center for Academic Transformation has proven that it is possible to improve quality and reduce cost in higher education. In partnership with more than 200 colleges and universities--and with support from private foundations, government agencies, and systems of higher education--NCAT has demonstrated how course redesign can offer a broad solution to higher education's historic cost/quality trade-off. A list of resources is included.