This chapter presents a case for reimagining the goals and approaches of higher education, primarily based on the grounds of the national purposes for higher education, models of intellectual development at the tertiary level, and the growing emphasis on student mental well-being. These overarching objectives encompass reflective thinking abilities, effective communication skills, and a positive professional and life outlook. The chapter proposes the pursuit of these goals through a well-designed curriculum comprising two primary elements: a set of courses and faculty. When taught with enthusiasm, a diverse range of subjects and knowledge systems that foster critical thinking instil similar qualities in students. While reconsidering faculty recruitment criteria is necessary, enthusiastic faculty members require committed and supportive leadership, autonomy, and encouragement of workplace spirituality. Universities are ideally positioned to provide such an environment. However, external regulatory forces, including accreditation and ranking systems which have influenced internal strategic decisions, require a comprehensive review. While considering these factors holistically may pose challenges, it presents a constructive avenue for transforming higher education and fostering the development of career-ready graduates. This type of education will also align with national aspirations and policies to cultivate a thoughtful and caring society.