Recent science reform advocates for the inclusion of engineering design to teach science and represents a shift to so-called three-dimensional (3D) learning. This shift often requires science instructors to adapt their current curriculum to integrate 3D learning. To support this shift, the current study illustrates the collaborative development and use of a rubric for aligning existing curriculum with new reform. Collaborators include three undergraduate science content course (i.e., biology, chemistry, and physics) instructors who used the tool to adapt their current curriculum. In this article, we outline the phases of tool development and showcase its implementation by the chemistry content course instructor to integrate a rocket design task. Successes and considerations are discussed as they relate to science teacher education and professional learning.