Student-centered forms of instruction based in a constructivist framework, where students are guided toward actively constructing their understanding, have been met with success. However, implementation of constructivist-based curricula and complementary teaching practices in large introductory college courses is often met with unique challenges. The authors describe and evaluate the scaling of a constructivist-based, student-centered chemistry curriculum from its original implementation in a 24-seat small-enrollment course to a 96-seat large-enrollment course.