Like Dorothy in the Wizard of Oz, faculty members and student affairs educators often believe that the answers they seek about assessment are secrets kept by an all-knowing, powerful person. If they can just find the Wizard of Assessment and be granted the secret assessment formula, all will be well. The student affairs educators at California State University, Northridge (CSU Northridge), must have felt a lot like Dorothy when it was announced that they would be developing learning outcome goals and assessment strategies. However, CSU Northridge student affairs educators discovered that assessing learning outcomes was not a secret held by an assessment wizard but a capacity that they themselves were capable of developing. In this article, the author shares the experiences of CSU Northridge student affairs educators when they started the process of writing learning outcomes and assessment plans. (Contains 3 notes.)