The relevant literature reveals a concerted effort by academics to adjust their thinking regarding teaching methodologies, the need for students to acquire critical thinking skills, and the desire to nurture undergraduate success. Interdisciplinary or team teaching is often cited as a progressive model, as are learning communities and the integration of higher level thinking skills into classes and curricula. However, librarians are rarely asked to participate in designing assignments, classes or general education goals. As information literacy becomes an increasingly important component of campus objectives, librarians should be called upon more often to contribute to their institution's priorities. This paper addresses one successful method of infusing the needs of the instructor, the student, and the campus by integrating the expertise of the "teaching" librarian.