It is generally accepted that if a course or curricular transformation is to be implemented with fidelity, the users must understand how and why the transformation is different from their current practices and which aspects of the transformation are essential to achieving comparable student learning outcomes. In this article, we provide a detailed description of how our research team used the Fidelity of Implementation (FOI) framework during a week-long workshop to identify five critical components of the transformed general chemistry curriculum "Chemistry, Life, the Universe and Everything" (CLUE): progressions of ideas, causal mechanistic reasoning, scientific practices, formative feedback and reflection, and the opportunity to explore without penalty. These components are connected through the curricular activity system, which are described in detail along with an explanation of how these components could be used for further propagation.