The purpose of this presentation is to demonstrate an effective strategy in the development and collection of outcomes assessment data for professional and post-professional athletic training education programs. Outcomes assessment is often rejected by faculty members because of factors such as lack of time or inability to see how assessment directly affects them. However, recently outcomes assessment has become an integral part of doing business in higher education. The need to engage in more outcomes assessment is also reflected in drafts of the new CAATE standards. These recent calls for accountability are an effort to demonstrate evidence of student learning beyond graduation and retention rates. Graduates of programs are expected to not only have appropriate content knowledge and practical skills but other abilities such as: informational literacy, oral/written communication, and an understanding of diversity to be successful in their future careers. This session will highlight how authentic faculty ownership of the assessment process can impact much more than measuring program outcomes. Through the engagement of faculty in program assessment at the course level it can allow everyone to see the applicability and practicality of student learning assessment. Specifically, faculty are able to reflect about their teaching, demonstrate with evidence that students are learning, and gain a better understanding of their overall program structure. In the end the approach that will be presented answers the calls for accountability, but more importantly enables faculty to see the interconnectedness of teaching, learning, and assessment.