There is a gap in student affairs divisions when using a standard for assessment at the divisional level. While there is extensive literature on assessment within student affairs divisions, there is little to no information on the assessment of student affairs divisions. This study employs an exploratory quantitative research methodology to research how leaders in student affairs assess their divisions holistically and explores factors influencing their assessment approaches. The absence of a standardized model for division-level assessment means that individual leaders have discretion in this process. Through an electronic survey, this research explores various factors, including leader characteristics, institutional characteristics, culture and awareness, barriers/attitudes, and resources/support, to answer three research questions: In what ways and to what extent do leaders within student affairs assess their divisions holistically? What factors are associated with a student affairs leader's approach to holistic division-level assessment? What factors predict the likelihood of a student affairs division completing and utilizing a holistic assessment at the bivariate level? A rubric was developed to determine if leaders achieve holistic status based on six areas: completion, standards, assessment practices, participation, utilization, and alignment. The analysis reveals that as leaders gain experience, they are more likely to meet the criteria for holistic division-level assessment. Institutional type also plays a role, with institutions granting doctoral and master's degrees having a higher likelihood of meeting holistic status, possibly due to accreditation standards and research activity. Culture plays a critical role in shaping effective assessment practices. Completing individual department assessments increases the likelihood of division-level assessment, emphasizing the importance of nurturing a grassroots culture. Positive perceptions of assessment significantly increase the likelihood of achieving holistic status, highlighting the importance of fostering a positive assessment culture. Having an assessment committee also increases the achievement of holistic status, emphasizing the benefits of teamwork and collaboration. In conclusion, this research seeks to bridge the gap in awareness and understanding of how leaders within student affairs assess their divisions holistically. By utilizing a holistic framework for assessment, leaders can make more informed strategic decisions and enhance the overall capacity of student affairs divisions in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]