There is a national urgency in higher education to close the achievement gap and increase graduation rates for first-generation, low-income, and underrepresented minorities, and classroom environments are integral to the student learning experience. The authors propose shifting learningspace discussions away from building an historically small number of active-learning spaces toward a larger number of what they term "learning-ready classrooms," which apply universal design principles to support the multiple teaching identities, perspectives, and philosophies of faculty and the physiological, cultural, and cognitive needs of all students. Equitable access to learning-ready classrooms means they must be built at scale, so it is imperative to earn campus-wide commitment to this goal by honoring the multiple perspectives, priorities, and cultures of the academy. The authors propose a cross-cultural organizational framework, embodied in the example of a Classroom Readiness Committee charter, that unites and aligns the different organizational perspectives and efforts of its members through clearly articulated mission, vision, function, and belief statements. This case study suggests that institutions can engage and mobilize multiple stakeholders to address the common goal of providing equitable access to learning-ready classrooms as long as the goal aligns with the core values and priorities of the institution, is clearly articulated and communicated, and honors the cultures of the academy.