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The U.S. community college faces unique challenges in the assessment of student learning due, in part, to its comprehensive mission and its diverse program offerings. The large array of majors and programs of study reflect the competing missions within community colleges, and produce varied and distinctive student goals and intentions. Historically, student development theory led to measurement of both cognitive and behavioral student outcomes and associated program reviews. More recently continuous quality improvement principles have been applied to measure student learning and evaluate institutional effectiveness. This interpretive case study explores the interplay between student assessment, quality improvement, and institutional effectiveness through one community college's interesting and challenging journey.