At North Carolina State University, inquiry-guided learning offered a compelling framework for integrating the undergraduate curriculum across general education and the major. Rather than adopting a definition of inquiry-guided learning as a prescribed set of approaches, participating faculty and staff members agreed on four overarching intended learning outcomes as the distinctive feature of inquiry-guided learning: critical thinking, habits of independent inquiry, taking responsibility for one's own learning, and intellectual growth and maturity. Regardless of discipline, faculty members were able to translate the outcomes readily into terms that had meaning within their disciplinary context. As a result the outcomes offered a common language that provided unity to the undergraduate experience for faculty members and ultimately for students. (Contains 1 table.)