The Mathematics Department at Cornell University has recently secured a grant from the University to implement systemic change in how we teach courses that reach students at critical transition points in their mathematical development. In this article, we report on the changes made to our large multi-section first-semester calculus course in order to establish active learning as a substantial component of teaching in each section. We describe the elements that have been pivotal to our progress so far, how we have addressed challenges, and our ongoing efforts to perpetuate the changes.