I have had the privilege of involvement in community activism, organizational development, and curriculum development in corporate and academic settings in domestic and international markets for decades. One of my observations was fractionalization of knowledge vs holistic knowledge in multiple settings and environments. Keeping the importance of learner variability in mind, our intention was to create an engaging curriculum based on holistic organic knowledge. This would be something that went beyond anecdotal “stories” and would teach skills of inquiry and skills of reflection. Rather than using an “events based” approach, we used a “thematic analysis” approach that would help engrain the lessons in the mind/personality of the learner. The objective is to increase self awareness, self reflection, and develop skills of inquiry. Another objective is to teach balancing inquiry and advocacy in multicultural environments across the modern world. We have endeavored to take historical lessons from early Muslim history and contextualize — as well as holistically convey — using thematic analysis. Our hope is this will deepen an overall, historical and contextualized understanding of Islam and early Muslim history. This curriculum creates a paradigm shift where our legacy is not a collection of stories that momentarily captivates our attention but a practical guide to overcoming challenges posed by the modern world. Our last objective is for the leaner to develop a greater appreciation and deep love for early Muslim figures and personalities.