Tuning is a bottom-up, faculty-led process which leads to the creation of a discipline-specific learning outcome document along with a degree profile that is used to communicate the value of a particular degree to a variety of audiences including students, employers, policy makers, and the general public. Tuning, introduced in the United States in 2009, involves a five-part process to develop a discipline core: defining the discipline core, mapping career pathways, consulting stakeholders, honing core competencies and learning outcomes, and implementing results locally and writing degree specifications. In contrast to the description of the process of Tuning outlined in the Tuning process report (Marshall, 2017), this study presents the outcomes from the work of Tuning in the United States from 2009-2016. The findings in this report emerge from a review of interviews, surveys, institutional activity reports, grantee interim and final reports, project evaluation reports, observations of project meetings, conference presentations, journals, and materials developed from the Tuning process. This Tuning impact study explores the intended outcomes of Tuning as well as the assumptions behind the benefits of engaging in the Tuning process. The five sections of this report present the findings of the Tuning impact study addressing reaching consensus, fostering faculty-led cross-institution discussions, learning-focused transfer and pathway conversations, expanded conversations on educational redesign and assessment, and student focused and employer engagement. The report concludes with a review of common misconceptions and challenges as well as final thoughts.