In this case study, we use organizational development and change theory to look at how the University of Oklahoma (OU) has attended to the mathematical pathway leading to STEM fields. Using multiple sources of data, we are able to create an informative narrative that provides the particular context of the situation and in-depth picture of the campus response, including key changes and ongoing challenges that were noted over a five-year period. Through the use of both internal and external funding, OU has been able to improve its teaching and learning in the STEM mathematical pathway. OU has also been able to develop a First-Year Mathematics program based on national recommendations. We report how efforts have directly impacted hiring, placement, pedagogical methods, course coordination, TA training, as well as the collection and use of data in decision making.