In 2004, West Kentucky Community and Technical College (WKCTC) in Paducah, Kentucky committed to participating in the Community College Survey of Student Engagement (CCSSE) for a period of three consecutive years. The decision to participate in CCSSE was made at the administrative level to provide benchmarking data for the institution's upcoming 2008 reaffirmation of accreditation. Results from the initial survey administered in 2005 were unremarkable. Data were presented to the full faculty and staff in August 2005. Once again, faculty and staff were encouraged to support student engagement, but specific opportunities for discussing and sharing ideas related to engaging students were not provided. Results from the 2005 CCSSE survey were largely ignored. As planned, the college administered CCSSE again in 2006. The institution's 2006 results were anything but unremarkable. Appalled with the results, in fall 2006 the Institutional Effectiveness Office launched a campaign, What Does CCSSE Have to do With Learning?, that included small-group discussions to explore options to improve future results. As a result of the small group discussions, the faculty, staff, and administration came to view the poor results from the CCSSE survey as an opportunity that tied nicely with two new initiatives on campus. These were implementing new general education competencies and measuring all student learning outcomes, including general education competencies, at the course level. The article concludes that colleges are often criticized for over-talking issues and failing to act in a timely manner. In this instance, the college should have taken the time to familiarize faculty and staff not only with the significance of the survey instrument, but also with the importance of the object of assessment--student engagement. (Contains 1 table.)