The purpose of this article is to examine the qualitative data gathered in a recent survey study of students who completed a prior learning assessment (PLA) portfolio online course in order to inform practice at institutions currently utilizing or considering such a course. PLA programs and system-wide initiatives are proliferating (Klein-Collins & Hain, 2009); however, a review of the literature reveals that formal evaluation of these programs may be lacking. Hoffman, Travers, Evans, & Treadwell (2009) examined 34 institutions participating in PLA programs and found that only 18 utilized a formal feedback process. In this article, the authors demonstrate the value for institutions to implement a formal feedback process and regularly use student feedback to improve their PLA course and processes.