The American Sociological Association identified 12 major recommendations for the undergraduate major, which include 11 learning goals articulated in the sociological literacy framework. In total, these recommendations identified upward of 70 different curricular elements that optimal sociology programs should consider satisfying. This article shows how curriculum mapping combined with an organized set of resources (the Curriculum Mapping Toolkit for Sociology [CMTS]) facilitates productive discussions that identify program goals, program strengths, program weaknesses, and pathways for program improvement. Data rely on the CMTS itself, which tracked department engagement with different elements of program review, and appraisals of department representatives who committed to presenting the opportunity for curriculum review to their colleagues. Although the COVID-19 pandemic disrupted many departments' capacities to work fully with the CMTS, data demonstrate that the CMTS was met with strong interest by department leaders and their department colleagues. Its application positively impacted program quality and collegial relationships. Department leaders evaluated the CMTS as being "useful" or "very useful" and considered the collective work involved as being both manageable and productive.