Tuning, as a methodology, implies a philosophy of curriculum design, pedagogy, and assignment design. It implies that successful study in a discipline depends on intentional construction of learning experiences for students. Intentional construction of learning experiences requires an understanding of the learning goals set forth by faculty for students, one that is shared by colleagues and with the students themselves. This philosophy foregrounds transparency. It also promotes an intentional approach to teaching that remains cognizant of the fact that, even if faculty are solitary in their instructional roles, teaching is inherently collaborative. This report draws on a variety of sources to present observations on the different ways in which states, consortia, and disciplinary associations have used Tuning, as a flexible methodology, to work towards the production of discipline-specific learning frameworks. These sources include: (1) internal documents drafted by Lumina Foundation as they developed their thinking around Tuning as a foundation strategy for strengthening student success; (2) resources produced by the Institute for Evidence-Based Change (IEBC), Lumina Foundation's technical partner for five of the funded initiatives; (3) reports, written by the different state offices and sponsoring organizations, that describe and reflect on the processes undertaken; (4) documents, produced in the different initiatives, that explain the goals and ways of participating in the work of Tuning; and (5) the experience of David W. Marshall, who, with other IEBC staff, debriefed leaders of the pilot projects, engaged in ongoing observation of the Texas initiatives, and facilitated each of the other Tuning initiatives in the U.S. A list of Tuning Projects in the United States is appended.