Students often take precalculus or college algebra as a terminal math course, leaving them with the impression that mathematics lacks real meaning. Due to the increasingly interdisciplinary nature of the mathematical sciences, we are well-poised to intervene and design inspiring general education courses that reveal the utility of mathematics. In this talk, I will share experiences working with faculty from a range of disciplines to develop a two-course sequence that explores mathematical concepts by answering questions that matter to our student population. In addition, I will discuss examples of classroom activities and preliminary results on students’ mathematical proficiencies and attitudes.