It is notoriously difficult to change a core curriculum. As credit hours and course requirements are revised, politics quickly come into play and turf battles arise to create obstacles. The author writes that, in her experience, there are two default approaches to curricular change. The first is simply to "tweak" an existing core--renaming a few courses here and there, or sequencing them differently, but keeping the curriculum essentially the same. The second default approach is for the president or the vice president for academic affairs to assign a committee or task force to explore current trends, attend conferences, and develop a curriculum for the faculty to review and, ultimately, approve--or, at least, that's the plan. Here, Patricia Dwyer describes an 8-step process for leading change that was implemented by Wesley College between 2010 and 2013, through which the core curriculum was successfully transformed. The new core, which was fully implemented in 2014, replaced a curriculum that had been in place for more than twenty years. Dwyer writes that in retrospect, the beauty of the process was that when the new curriculum ultimately came to a vote, there were no surprises; faculty had been part of the conversation all along the way. Probably 60 percent of the faculty had been directly involved in the process in some way.