The middle-grades program at a state university recently underwent a program redesign in an effort to ensure that teacher candidates are well prepared to teach in today's contemporary middle schools while maintaining the principles and standards established by the Association of Middle Level Educators. The purpose of this article is to explain the process that was used to redesign the middle-grades program. This article describes the guiding framework that led the process, the data collected, how that data was used to make decisions about learning experiences, the politics of the curriculum change, and the process that will be used to evaluate the program changes.