Georgia Gwinnett College (GGC) opened its doors in 2006 and accepted its inaugural class of first-year students in 2007. During the 2007-2008 academic year, faculty members and administrators worked together to develop a model for Partners in Active Learning, or PALs--an initiative designed to fit the GGC vision and mission to build an outcomes-based college that offers students an "integrated educational experience" based on continuous learning "in and beyond the confines of the traditional classroom." PALs is a direct response to the "Greater Expectations: A New Vision for Learning as a Nation Goes to College" report as well as the 2006 Spellings Report calling upon schools to "embrace a culture of continuous innovation and quality improvement by developing new pedagogies, curricula, and technologies to improve learning" and draw upon research of the last few decades regarding authentic learning. Using GGC templates and sample guidelines for its PALs program, interested readers can develop their own flexible and sustainable organizational structure for PALs programs. They can design policies and procedures to support, manage, and scale up a similar program; identify incentives that attract faculty, students, staff, and community organizations to collaborative projects; and create promotional materials, Frequently Asked Question sheets, project proposal templates, and approval forms to educate people about PALs. A PALs program supports a college culture for the 21st century. PALs projects help students take an active role in understanding the issues that concern their community and form relationships between the college and the surrounding community. PALs programs foster the time-honored goals of higher education while moving beyond the traditional confines of the classrooms, using the kinds of high-impact educational practices necessary for students to acquire the intellectual and practical skills employers are looking for and communities need.