Eastern University has moved from a distributed model to a centralized model for administration of its adult degree programs. This move involved numerous factors and motivations but one central component in the ultimate success of that move was a significant change in the role of faculty assigned to the program. Once regarded as rather ancillary providers of instructional services, reporting to nonacademic administrators, they were increasingly empowered to assume ownership of three primary inputs of academic quality: (1) curriculum; (2) instruction; and (3) admission of students. Although the move was undertaken to address perceived inefficiencies in student services, which have not been entirely remedied, an unintended benefit of the restructuring was improvement of academic quality. The drivers of this change, the process that was followed, and the consequences that resulted are briefly discussed in this chapter, allowing the reader to generalize from Eastern University's experience to other institutions exploring or desiring such a transition.