A review of the First Year Engineering course sequence at Virginia Tech characterized the current state of ethics education in the program, and informed a strategy to enhance the ethical development of first-year engineering students. This paper reports the results of our initial review of the curriculum, our improvement plan, assessment of our initial implementation, and reflections on overcoming challenges to improving student learning of engineering ethics. Structural changes to class size and number of sections are improving the consistency of ethics instruction, while a curriculum refresh led to a deeper incorporation of ethics frameworks in case analysis and critical reflection as the instructional norm. While opportunities were structurally limited by curricular constraints, the project was designed to fit within these and strengthen this small corner of the curriculum.