Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure long-term viability, institutions must operate differently. This qualitative case study examined how the St. Alexander University School of Education's Annual Report Process impacted institutional decision-making. Additionally, the study explored how the Annual Report Process could facilitate learning and improvement for a school of education. Using the Professional Learning Community model as the conceptual framework, document analysis, process analysis, and semi-structured interviews were used as the primary methods for data collection. Using pattern analysis, four themes emerged in the study. First, there is lack of shared vision and understanding regarding the purpose for the SOE Annual Reports. Second, there is a disconnect between the SOE Annual Reports and the impact that they play in the decision-making process related to resource allocation. Third, the level of dialogue and impact that the SOE Annual Reports facilitate at the department and programmatic level is mixed. Finally, there has been minimal training for the SOE Annual Report process, which has resulted in a lack of quality in the reports. In turn, this has resulted in an overall frustration with the process for those that are involved in the SOE Annual Report process. The findings and recommendations in this study provide the SOE at St. Alexander a pathway to move forward with an Annual Report Process that positively influences the building of learning community, while positively impacting the decision-making process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]