The Council for the Advancement of Standards in Higher Education's "Self-Assessment Guide for Registrar Programs and Services" includes an introductory statement on the role of registrar programs: "The overarching role of the registrar is increasingly that of an educator, defining student needs through learning outcomes and identifying assessment strategies that involve innovative learning techniques." On the surface, this statement conforms with what we all have believed for a very long time: We are educators as much as we are administrators and service providers. However, stepping back a discrete distance and considering this belief in different contexts causes one to realize that this is a rich area for exploration. It is instructive to provide some insight into the difference between a "student outcome" and a "student learning outcome." In this article, the author talks about changes in students themselves due to their college experience and, specifically, their interactions with the registrar's office, including its programs, services, systems, and staff. This article focuses on how the registrar's office can affect student learning beyond the scope of what educators might consider "training". (Contains 8 footnotes.)