This practice article describes the goals, strategies, and outcomes of a pilot project that grew out of the Purposeful Pathways: Faculty Planning for Curricular Coherence project, funded by the Teagle Foundation, at Community College of Philadelphia. Included are recommendations for creating and supporting sustainable multidisciplinary faculty-driven leadership in order to achieve larger curricular goals. The pilot project integrates guided pathways (Jenkins, Brown, Fink, Lahr, & Yanagiura, 2018) with the essential skills of general education through the creation of academic pathway outcomes, and in doing so, codifies a collaborative process of faculty engagement. The practice draws from integrative learning and leadership-as-practice and aims for a full-scale transformation of general education that clarifies how knowledge and skills develop over time, across programs, and through academic pathways, empowering students and faculty to articulate and reinforce the connections between those skills and students' transfer and career goals.