Educators are constantly looking to improve their pedagogical strategies. This can range from teaching strategies for a specific topic to holistic curriculum changes. Recently, the approach that chemistry departments have chosen to deliver their introductory courses has garnished increasing attention from educators. Our department recently converted our introductory sequence from the traditional two semesters of general chemistry followed by two semesters of organic chemistry to what is often referred to as the 1-2-1 sequence. The 1-2-1 sequence is an introductory sequence in which students take General Chemistry I followed by Organic Chemistry I and II and last General Chemistry II as the fourth introductory course in the introductory sequence. The conversion was motivated by the need to implement a curriculum that more effectively addressed our students' needs and deficiencies and to more effectively utilize department resources to service chemistry majors and the college. The work here highlights the motivation for the conversion, insight into its implementation, and a preliminary investigation on how this change has impacted the Organic Chemistry I class.