Few would deny that developing concrete strategies for teaching threshold concepts like those outlined in the ACRL Framework can be overwhelming. The Decoding the Disciplines process, an approach to instructional planning that begins with identifying where students become "stuck" in the learning process (Pace and Middendorf, 2004), provides a guided but flexible structure for such instructional planning. Participants will be introduced to the Decoding the Disciplines model, explore how Decoding relates to the theory of threshold concepts, apply the Decoding model to identifying their instructional priorities for a teaching scenario, and consider Decoding as a catalyst for cross-disciplinary dialogue.