Community colleges comprise the largest single sector of the US higher education network. Forty percent of undergraduates attend one of our two-year schools. Some estimates suggest that, since the turnover is quicker than on four-year campuses, two-thirds of the students who attend a college at all attend a community college. For many of those students, open-access institutions are where they are exposed to the liberal arts: science, composition, mathematics, the humanities, and so forth. Yet, general education in the two-year school receives scant attention in scholarly publications, and even less in the popular media. Lately, however, the liberal arts have been receiving attention on the Casper College campus. In the fall of 2009, a newly created committee was charged with evaluating and changing the school's general education program. The program had been in place for three decades, and the college administration had been talking about "cracking open" general education for at least five of those years. Thus, a group of fifteen faculty and two staff members embarked on a journey to assess, discuss, and ultimately recreate the liberal arts core within the curriculum. As of this writing, the group is midway through its third year of deliberation. In that time, the team has met with some success, but has also faced a series of challenges. These authors trust that their discussion of the process of curricular change at Casper College will sound familiar to those who have undertaken a similar endeavor. They also are confident that their example will prove helpful to those who have yet to engage in the process. In what follows, they share some of the lessons they have learned.