Many institutions implementing and scaling mathematics pathways are faced with the challenge of enrolling students in relevant gateway math courses that are aligned to their programs of study. When faculty and policy agencies in Arkansas understood the impact of transfer and applicability of mathematics courses on students, they committed to state-level action and coordination to address the problem. In an effort to increase student success in mathematics and increase overall degree completion at a large scale, various Arkansas stakeholders set into motion strategic policy action to provide statewide guidance and alignment of non-STEM mathematics courses to programs of study.