Enhancing student learning, a primary purpose of assessment, can be fostered through integrating modified program theory and implementation fidelity processes into curricular, instructional, and assessment practices. Another assessment priority, reporting student learning outcome results for accreditation which may include inadequate evidence (Eubanks 2021), has led to tensions with assessment for student learning (Ewell 2009). The emphasis of this article, however, is illustrating modified program theory and implementation fidelity processes for cultivating integrated practices and enhancing student learning.