College and university educators seek to increase student engagement in learning content, skills, and applications. To achieve this goal, we used transformative teaching techniques in the design of a World Challenge: a two-week, group-based, reflective course for sophomores leading their own learning in developing creative solutions to the problem of Health, Hunger, and Humanity. Through indirect guidance by faculty members from multiple disciplines, students led their own learning in small groups to research this global problem and develop local solutions. Given the breadth of the course objectives ranging from applying content to teamwork and productivity, we used a variety of assessment tools: pretest/posttest, rubrics, questionnaires, focus groups, peer assessments, and self-reflections. The data documented increases in content knowledge, and provided formative and summative feedback on engagement and satisfaction to the core faculty members. Student comments at the end of the course suggest the intensive experience was indeed transformative.