In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25 class. The initiative began at the highest level of administration and was informed by student intellectual development theory and research. Miami University's president and his collaborators outlined a "student as scholar" model in which educators "help students become more internally focused by validating them as thinkers and burgeoning scholars, presenting thorny problems and topics that lend themselves to multiple legitimate perspectives, introducing them to competencies needed to address those topics, and helping them form, and accept responsibility for, their own decisions and actions." The Top 25 Project was the first step in infusing this model into the university culture. This article describes this major initiative and discusses the results thus far.