College graduates need better preparation for and experience in data analytics for higher-quality problem solving. Using the curriculum innovation framework of Borin, Metcalf, and Tietje (2007) and case study research methods, we offer rich insights about one higher education institution's work to address the marketing analytics skills gap. Specifically, we describe how a focal marketing department developed an innovative curriculum based on foundational pillars of learning styles (Bloom's Taxonomy), experiential learning theory, and marketing analytics. The effectiveness of the curriculum is reviewed in light of criteria such as established learning goals and student satisfaction.