The purpose of this research was to investigate whether a mid-sized public university could create a more coherent and efficient undergraduate curriculum over a short period of time with minimal resources. We pursued this question using an action research design. Using a curriculum model, we developed that focused on foundational, breadth, and depth of knowledge as a framework, we asked academic programs at the targeted university to evaluate and reform their degree programs for coherency and efficiency. Data were collected using a summary data template for curriculum framework during the planning year and then again after two years of reform. Data were also collected on the number of program and course revisions implemented throughout the study. Additionally, using the Stages of Concern Questionnaire and an ad hoc survey, we gathered faculty and department chairs' perceptions about the process. The results indicate that systemic change to a university's curriculum can occur relatively quickly and with limited financial investment. However, the study suggests that for significant change to occur, faculty must be given time to process the paradigm shift. Additionally, when engaging in curriculum renewal, department chairs require opportunities to discuss the process with their peers and often need individual, targeted assistance.