We describe a project to restructure the way Applied Calculus is taught at our university to improve student success rates. Eliminating large lecture sections, re-evaluating the needs and expectations of our students, developing uniform course delivery and grading systems, incorporating active learning teaching methods, and focusing on conceptual understanding of concepts were fundamental to the success of the project. The genesis of the project, the process used, and progress made by the working group assigned to make the changes, the transition from a group of independent minds with difficulty compromising to a cohesive group with a shared vision, and the results of their hard work are described.