This study examines the effort of a baccalaureate social work (BSW) program to infuse aging content throughout the foundation curriculum. The authors designed a 3-part approach to curriculum development and innovation: (1) increasing students' interest and exposure to aging contents through curriculum innovation, (2) faculty development, and (3) cultivation of an aging-rich environment. Outcomes of the curriculum infusion and integration, in terms of students' attitudes toward older adults and gerontological competency, were assessed via surveys of 3 groups of BSW students whose method of exposure to aging content differed. Respondents demonstrated improved attitudes and gerontology competence. Recommendations for an effective curriculum change and implications for gerontological social work education are discussed. (Contains 3 tables.)