This presentation will describe the multi-year process, starting in 2020, of revising the course outcomes of years 1 and 2 in the language institute of a university in Japan, originally developed during an earlier curriculum renewal based on a Multiliteracies framework (New London Group, 1996) to produce culturally and linguistically diverse students (Johnson et al. 2015). The revision process utilized a distributed leadership (Hallinger & Huber, 2012; Spillane, 2006) procedure to give various levels of stakeholders within the institution, from first-year lecturers to coordinators and principal lecturers, the opportunity to collaborate to develop and clarify more specific aims, and address gaps and redundancy to better streamline the outcomes across the courses in the first two years. The final two years of content-based elective courses were also considered, modeling the existing format required for those year levels, to provide better flow throughout a student's whole four-year experience. This cooperative effort to reimagine the course outcomes aims to make it easier for instructors to teach their classes, leading to better student learning outcomes. The presenters, instructors at the institute, will share the multi-step review process and explain how instructor input was incorporated throughout.