Course coordination implies coordination in the design, structure, and teaching of a course to the extent that multiple instructors within a multi-section course have come to a common agreement. The course coordination model within our college's Department of Mathematics is described and discussed. The outcomes experienced as the department moved towards course coordination, particularly how and why the introductory statistics course was transformed into a coherent multi-section course, the need for course coordination, and the level of coordination implemented are the focus. Similarities between our course coordination model and traditional Faculty Learning Communities are addressed. Student grades data are analyzed.