Business programs are a popular major for undergraduate students (358,000 in 2014) and graduate students (189,000 in 2014) in the U.S. (NCES, 2015). Accordingly, curricula development and improvement is a significant undertaking for the faculty at colleges and universities offering these programs. A mechanism for managing these processes at AACSB accredited business schools is the Assurance of Learning (AOL) process and the assessment practices that support it. The literature has explored various ways that AOL and assessment practices can be developed and implemented. A common theme underlying these processes is that they are geared toward the schools’ missions and curricula (Kundu & Bairi, 2016; Marques & Garrett, 2012; Rexeisen & Garrison, 2013; Stivers & Phillips, 2009; Yeung, 2011). In this research, we investigate ways to enhance the AOL and assessment processes.