Delaware County Community College (DCCC) in Pennsylvania is in the process of developing an external degree program for working adults. This study was designed to examine the internal political structures within which the policies and procedures of assessing experiential learning were developed by other colleges, and to recommend a course of action for DCCC. Questionnaires were sent to 30 institutions belonging to the Cooperative Assessment of Experiential Learning (CAEL) Assembly; of the 15 institutions responding, six--New College of California, Northeastern Illinois University; Sterling College, Webster College, College of Saint Rose, and State Technical Institute of Memphis--were chosen for case studies. Using these case studies, plus applicable data obtained from other respondents, the policies, procedures, and politics are summarized in terms of the following problems: Faculty Related, Business Office, Registrar, Admissions, Accrediting and Transfer, Publicity, and Obtaining a Program Director. Involvement and articulation of all parties from the earliest possible time, plus a participatory governance structure to shape and develop policy revisions, seems to be the key to early acceptance and successful development of a system of assessing experiential learning. A literature review, the six case studies, a chronological list of the steps to be taken by DCCC, the questionnaire, a summary of responses, and two tables describing program costs are also included. (Author/DC)