The authors are both teachers in the Economics Department at Fairfield University, where they share responsibility for the introductory and intermediate economics courses. Student's comment illustrates that they were apparently not reaching their students in ways that achieved their goals: developing students' abilities to understand economic concepts and apply them to complicated questions regarding resource allocation that they really care about. In this article, the authors describe their experience using Dee Fink's taxonomy and course design model to create what they believe are now significant learning experiences for students in their introductory and intermediate economics courses. They describe the changes they made and then discuss what they have found to be positive assessment results from the courses. (Contains 1 table.)