General Education (GE) is a distinctive feature of U.S. higher education. Regional accreditation standards emphasize the inclusion of a GE component in degree programs, the identification of learning outcomes, and the assessment of those outcomes. Although GE reform is occurring on many campuses, the role of student choice of GE courses has received little attention. Such information has implications in terms of how many and which courses institutions offer, and for GE reform in general. Institutions make significant resource investments in their GE programs; therefore, increased understanding of course offerings, choice, and selection practices is critical. The primary purpose of this critical reflection is to examine course choice, specifically in the context of menu style GE distribution requirements. The reflection is contextualized with reference to a case study that illustrates important lessons for leading GE reform. The reflection offers a call to action not only for institutions to examine menu-style GE models and student course choice practices but for leaders to examine how to lead such reforms.