The Center for Teaching and Learning (CTL), formerly the Center for Instructional Design at Brigham Young University (BYU), partners with faculty to help improve teaching and learning. The CTL currently supports a broad range of faculty projects to maintain and improve on-campus instruction. It has more than 35 full-time employees and approximately 115 student employees. Each year personnel at the CTL complete more than 180 large- and small-scale technology projects, expending a considerable amount of money and thousands of hours of labor to help faculty improve teaching and learning. Measuring the projects' impact is often neglected, however. This paper describes a study, which began when administrators at BYU wanted to learn how the CTL could better serve faculty and students and best use the funds allocated to teaching and learning with technology. The study examined the impact of small-versus large-scale technology projects in terms of cost, value, and satisfaction on teaching and learning. Overall, faculty who completed large-scale projects perceived greater value and satisfaction from using their projects, used them more frequently, and were more likely to conduct a direct or indirect form of evaluation than faculty who completed small-scale projects. Much of the cost for the large-scale projects was shouldered by the institution, facilitating projects that in many cases never could have been done by faculty alone. (Contains 2 tables, 3 figures and 5 endnotes.)