School library media specialists at all levels have been investing long hours in preparing and implementing lessons. They try to coordinate these lessons with teachers, and, in the best-case scenario, they collaboratively plan and deliver the instruction. The missing piece is an indication of whether or not students have actually been learning. The shift from a teaching focus to a learning focus is a crucial one. School library media specialists must consider not just how many lessons they conduct but whether students have actually been learning the skills taught. Providing tangible evidence about the power of learning through libraries is an enormous challenge facing this profession. In this article, the authors provide two examples that briefly describe how student performance in the library media center might be assessed. (Contains 4 figures.)