Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.