This paper highlights two strategies to include students and teachers as partners in the co-design of the enacted curriculum. During the development cycle, the design team developed sixteen lessons that included inquiry opportunities, small group conversations, and multiple perspectives around complex issues. The lessons were implemented during three classes, all taught by the same teacher who also participated on the design team. Findings show that student voice helps guide the curriculum developers in revision of the materials to better enhance the motivational aspect of the overall unit. Additionally, findings suggest that paying attention to how teachers change from enacting materials can provide curriculum designers with tools for creating materials that support students and teachers as co-designers and co-evaluators of the enacted curriculum that enhances teaching and learning for understanding.