How can faculty, staff, and administrators design a high-quality academic experience for their institution's undergraduates by adopting an established set of nationally recognized, evidence-based teaching and learning practices that promote engaged learning? How can they ensure that all students, regardless of major, achieve the essential learning outcomes associated with a liberal education, including written communication, critical thinking, and oral communication? Over the past five years, the University of Hartford sought to answer these questions. As part of an institutional strategic planning process, the university's provost asked groups of faculty, staff, and administrators to develop recommendations relating to five areas of strategic importance. As members of the group focused on Hartford's educational mission, they were charged with rethinking undergraduate and graduate education. Their goal was not to propose an entirely new curriculum, but to outline a few changes that might be possible and desirable given the university's strengths, needs, and institutional context. They opted to focus on working with faculty and staff to ensure that all students would encounter specific educationally effective practices in all four years of the undergraduate curriculum. In this article, the authors share lessons learned in the hopes that others might benefit from their experience. While each institution has its own unique goals and context for reform, many share challenges similar to the ones they faced when undertaking curricular change.