For more than 20 years, the American public has grown accustomed to the drumbeat of bad news about their schools. Poor performance on standardized tests, gaps in achievement between minority and white students, and high student drop-out rates have become part of the modern lexicon. Although college- and university-level science educators are not faced with the climate of standardized test-driven, high stakes accountability that many K-12 educators sense that they operate in, they are nevertheless being confronted with powerful encouragement to rethink the way they have been teaching science to undergraduate students. This article describes the Japanese process of Lesson Study which offers a model for how faculty could accomplish this revisioning of undergraduate science education through a series of collaborative, gradual and continual improvements in classroom practice, rather than through the more daunting process of wholesale, dramatic change. The Lesson Study process also provides multiple opportunities for partnerships across the K-16 continuum, because the broad goals for student learning of science across the continuum are often the same. (Contains 2 figures and 1 table.)