This article presents an illustrative and instrumental case study of participatory design and co-production as used in curriculum renewal for a bachelor's degree in library and information studies (LIS). It outlines the process of constant review and reflection to improve the next round of development. The authors use the lenses of participatory design and co-production to shed light on the development of a completely new curriculum (syllabus) for a degree and three undergraduate qualifications. Drawing on their experience, organizational documentation, and the literature, they analyze the success of the development as collaborative engagement and co-production for improving practitioner-academic engagement, and for improving the quality and relevance of LIS qualifications to the professions. The advantages and disadvantages of using participatory design and co-production are discussed from the perspective of curriculum and course development, industry/profession involvement, and faculty needs, in the light of the higher education context in New Zealand. Despite the challenges of using these approaches, the process has been very positive for all the participants. Strong relationships have been developed with industry, and the program has benefitted from diverse perspectives.