Educational developers have generally articulated their mission around three major poles: faculty/professional development, instructional development, and organizational development (Diamond, 2002; Lewis, 1996). While the first two poles have received greater attention in the past, an increasing amount of emphasis is being placed on organizational development. This shift is a result of a growing tendency to see educational development as an integral component in helping colleges and universities effect change in multiple areas. The challenges higher education faces "require multiple teams of cross-unit expertise in order to make progress" (Schroeder, 2011, p. 202), and educational developers are often called on to be facilitators or catalysts of change. This article examines the results of a survey that collected data on the reorganization and integration of Centers of Teaching and Learning (CTLs) with other educational and administrative units, including the timing, level and effect of integration. A second element of the survey asked respondents to evaluate the process of change. Our study shows that change brings with it challenges and benefits as CTLs continue to make decisive moves to "come in from the margins" (Schroeder, 2011).