The need for improvement in undergraduate general education, as well as the need for colleges and universities to test student knowledge and ability on a systematic basis, is discussed. Four obstacles to improved undergraduate effectiveness are pinpointed: (1) lack of visible commitment; (2) fragmented responsibility; (3) lack of incentives for improvement; and (4) lack of acceptable information about outcomes attained. In order to improve undergraduate instruction, academic leaders must change organizational structure and provide clear incentives. Several proven "levers" available to academic leaders to effect the necessary changes are discussed. Five broad directives, drawn from the experience of institutions that have tried new approaches to improving undergraduate instruction, are given to state and campus leaders: insist on concrete information about student learning and development; create visible centers for improvement; create incentives for improvement; concentrate on the level of actual student experience; and use external requirements as opportunities for improvement. (KM)