The study described here analyses a faculty-wide change designed to foster the communication proficiencies of students in a large teacher education college, gathering data from various sources over three years of the new agenda's implementation. Qualitative and quantitative data analysis revealed that implementation was progressing on two distinct levels--organizational and pedagogical--the first of which was working successfully and the second less so. The study concludes that instructors need specific pedagogical content and metacognitive knowledge to successfully integrate deep pedagogical changes in their students' learning experience and elaborates on the ways this content and knowledge can be applied.