Prior Learning Assessment (PLA) is the evaluation and assessment of learning gained outside a traditional academic environment for college credit, certification, or advanced standing toward further education or training. The term PLA encompasses a wide spectrum of assessment methods, including, but not limited to, credit by examination, challenge exams, portfolio assessment and evaluation of non-college education and training. The Council for Adult and Experiential Learning (CAEL) consulted several postsecondary institutions with long histories in PLA, state systems engaged with advancing PLA, the American Association of College Registrars and Admissions Officers (AACRAO), and the Association for Institutional Research (AIR) to examine various approaches to tracking PLA-related data. This brief presents a proposed approach to PLA data tracking based on these initial conversations. CAEL's goals in developing this brief are to (1) provide guidance to institutions wanting to measure and understand the value of their PLA programs to students; and (2) lay the groundwork for what could become standard data collection/tracking practices for PLA credit with the larger higher education community. These recommendations align closely with data tracking needs for other assessment-driven programs like competency-based education (CBE) programs and so could be integrated with related efforts to redesign information systems. Following some background information on PLA, this brief provides recommendations for specific PLA-related variables that postsecondary institutions should track in their student information systems (SIS), as well as suggestions for internal reports on PLA.