Undergraduate credit for prior learning (CPL) is an important aspect of today's higher-education landscape. This report presents an in-depth look at the current state of undergraduate CPL in the United States and Canada. The primary objective of the report is to foment dialogue and action toward a more inclusive, effective higher-education system that recognizes and values the diverse experiences and knowledge of learners. Highlighted is the way educational institutions acknowledge and integrate learning that occurs outside traditional academic environments. CPL bridges the gap between nontraditional learning experiences, such as professional work, community service or military engagement, and formal academic achievement. This connection makes higher education more accessible and inclusive, and ensures it remains relevant and practical in a rapidly changing world. The challenges and successes in implementing CPL within educational institutions are explored in this report. Issues related to institutional policies, mechanisms for assessing and awarding credit for prior learning, staffing, technology and learner awareness are examined. These are valuable insights for those in the education sector, from policymakers to educators and administrators, who work toward a more adaptable, reflective educational system.