The to-be-expected and lingering dialectics of the current curricular landscape confirm that the steady growth in Spanish for the Professions and Specific Purposes (SPSP), supported by a growing number of colleagues in US higher and secondary education has also been characterized by a stubborn resistance on the part of others, as SPSP moves in from Toury's marginalized, hovering-in-the-periphery status to that of mainstream norm (Doyle 2017: 98). The exceptionalism claimed by the traditional literature- and culture-based curriculum, by virtue of having occupied first the mainstream center stage of foreign language and Spanish language university curricula, has been challenged by the ongoing loss of language enrollments and programs and by emerging new curricular possibilities of SPSP, which has been working steadily to develop its own "prominent cohesive space" as a curricular norm (Doyle 2017: 98). SPSP curriculum development activism serves as a safeguard and a counter to stagnation, which threatens our shared interest in the continuous and optimal renewal of the relevance and centrality of the study of Spanish in US higher education, at both the undergraduate and the graduate level.