This project investigated the acceptance of innovation and change as it related to a specific education change of prior learning assessment (PLA) at the University College of the Fraser Valley (UCFV) in British Columbia, Canada. The study explored the barriers that existed against students who wanted to have experiential and workplace learning recognized towards a credential at UCFV. Content analysis of all internal and provincial documents relating to PLA were used to identify a series of issues and concerns that were explored both quantitatively and qualitatively. A survey of all UCFV faculty and administration explored attitudes toward and actual experiences with prior learning assessment. In-depth focus interviews were conducted with those who attempted to gain recognition for prior learning. Use of case study and triangulation presented a more complete description of the situation and a more thorough understanding of the forces acting to both inhibit and promote change. Integration of content analysis, survey research, and in-depth interviews served as a basis for a set of recommendations to UCFV that should increase acceptability and use of PLA. Recommendations include the creation of an Office of Prior Learning at the college; incorporation of PLA in base budget funding; and resolution of the issues of transcription, portfolio grading, and transferability of PLA credit. (Contains over 200 references.) (Author/NAV)