For more than half a decade, two universities—North Carolina State University (NCSU) and Massachusetts Institute of Technology—have been engaged in reforming their introductory physics courses. This chapter describes the instructional objectives that formed the basis of these reform efforts. After showing how revising the content led to a redesign of the classroom space, the authors set forth some of the new instructional activities that resulted from their efforts. Finally, different types of assessments that were used to evaluate the efficacy of these changes are presented.