Frederick Community College's assessment of student learning within student affairs has evolved as a result of the confluence of three transformative initiatives: (1) the institution's decision to shape itself into a learning college; (2) the revision of accreditation standards, placing increased emphasis on institutional assessment and assessment of student learning; and (3) a statewide initiative to develop a model for the assessment of student learning within student affairs units at Maryland community colleges. Each of these initiatives was instituted as a result of increased attention to outcomes, particularly student learning outcomes, within higher education. A number of steps were taken to prepare staff for the implementation of a model assessment plan for student learning outcomes. The Learning Support division conducted an annual retreat that included two sessions: "The Learning Imperative: Student Development's Role in the Learning College" and "Outcomes Assessment in the Learning College." Each session provided a foundation for creating a culture of assessment in Learning Support and developing a model assessment plan. To ensure consistency within the division, the vice president for learning support developed a template that identified the desired components of an assessment plan. Using the components identified in the assessment plan template, the academic advising office developed a plan for assessment. Specifically, this assessment plan focused on academic advising services provided to traditional-age incoming students, the largest group matriculating at the institution. Learning Support's assessment efforts were acknowledged several times in the Middle States Commission on Higher Education accreditation team's 2006 report to the college. (Contains 1 table.)