The article provides a comprehensive examination of the use of ePortfolios to assess and improve the General Education Program in a public university in the southeastern United States. The implementation process, six years of assessment data, findings from the recent reaffirmation of accreditation conducted by the Southern Association of Colleges and Schools Commission on Colleges, and an extensive faculty development initiative were studied to understand their impact on the general education curriculum. In addition, a case study of two professors is included to learn the direct impact that participation in extensive faculty development had on the quality of artifacts generated by their students. Though our assessment strategy contains multiple measures, including ePortfolios, ETS testing, and courses and grades, we understand that it is not enough to simply assess learning outcomes: we must engage in the recursive process of data collection, analysis, and continuous improvement.