In this article, the author shares two ideas that have guided her as she has attempted to ground curricular design in a web of diverse elements, on one hand, and also communicate more explicitly to students how and why an undergraduate Spanish major encompasses more than just development of oral proficiency in face-to-face interactions in order to bridge the gap between what students say they want to learn in Spanish classroom and what professors actually teach. She then discusses the 2007 MLA report "Foreign Language and Higher Education: New Structures for a Changed World" and the 2009 "Report to the Teagle Foundation on the Undergraduate Major in Language and Literature," which articulate eloquently and succinctly the case for the direction of reading literature in the Spanish major. The two reports wisely refrain from putting forth a monolithic curricular blueprint, although they encourage the development of carefully articulated sequences of study that integrate the teaching and learning of language and content across the curriculum, with a focus on reading and textual analysis. As educators explore a variety of ways of translating the goals of the reports into actual programs, courses, and teaching activities and materials, she thinks it behooves them to (re)consider the role of reading--in particular, reading literature--in, across, and beyond the Spanish curriculum. To draw students into a world in which reading literature is perceived as a natural activity in Spanish, the author believes that educators need to think beyond the undergraduate curriculum in helping students move toward developing the translingual and transcultural competence described in the report "New Structures." (Contains 2 notes.)