This article delineates the process through which Winston-Salem State University (WSSU) initiated major curriculum reform across all undergraduate majors. Beginning in 2014, WSSU began measures to revise major pathways with the aim of increasing transparency and reducing uncertainties about program requirements and learning outcomes. Initial reviews of existing programs raised questions about program structure, relevance of some required courses, and obstacles for time-to-completion. To address these concerns, a committee of five faculty members and one senior administrator devised a 3- year plan to revise undergraduate major programs for clearer pathways in order to enhance student learning and program efficiency. This plan encompassed a conceptual framework that organized each program into three categories: foundation, breadth, and depth. The plan also included adjustments to the assessment tools used to measure student learning, resources available to faculty and staff, and processes for curriculum revision at the department level. The adopted framework not only allowed for the introduction, development, and mastery of knowledge and essential skills in each major but also permitted faculty to reshape the curriculum in terms of their teaching and research expertise. In this article, we outline the reform project's primary goals, steps taken to implement the 3-year plan, and the impact on undergraduate students' learning.