Teaching Specialists (TS) can play a crucial role in driving curriculum renewal, quality improvement, and change in universities. However, these academic roles are often culturally undervalued in higher education, specifically in psychology, due to the prevailing science practitioner model, which can place value on research over teaching. Further, barriers to course improvement include staff capability, time constraints, and the complexity of coordinating multiple systems and stakeholders. This chapter discusses the role that TS academics play in overcoming these barriers, driving quality curriculum improvement. We argue that universities must invest in the careers of TS academics, providing mentorship and supervision, facilitating networking opportunities, and supporting capacity-building initiatives. By doing so, TS academics can be empowered to lead continuous and cumulative change—a sustainable strategy within the complex higher education ecosystem—positioning themselves and their institutions for educational excellence.