We examine the history of VMI's use of the Major Field Test as an assessment tool for its Department of Economics and Business. Further, we chronicle how the information gathered from a decade and a half of use has shaped the curriculum, faculty composition and policies within the Department. There is evidence that the policies surrounding how and when the Major Field Test is administered influences student performance on the test and that it can be a valuable component of a comprehensive assessment program. (Contains 2 tables and 1 figure.)