One of the most important elements in achieving significant curricular and pedagogical innovation is creating a climate that promotes and acknowledges the contributions of those who engage in these efforts. It is critical that this climate be systemic, existing at the department, college, and university levels. In the past few years, the view that both what one teaches and how one teaches are of vital importance has shed some new light on what is required to achieve a sustainable and significant improvement in the way students learn. Creating an environment in which faculty draw on the significant educational research that is relevant to the challenges and opportunities of STEM (science, technology, engineering, and mathematics) undergraduate education is a major factor in successful reform. There are a number of barriers to establishing a climate in which substantial reform can occur, including a lack of acknowledgment and reward for faculty who undertake curricular reform and the fact that major curriculum reform requires substantial effort and time. There are, however, also a number of imperatives that require that reform of STEM undergraduate education be undertaken. These imperatives provide strong motivation for universities, colleges, and departments that wish to be viewed as leaders to develop curricula and learning experiences to educate students who can truly make an impact in the future. In this chapter, the authors share some of their experiences in undertaking curriculum and pedagogical reforms that have been collegewide and department focused, as well as faculty centered.