This article describes the development and implementation of assessment in a new outcome-based marketing curriculum that was developed using a zero-based approach. Outcomes for the marketing curriculum were specified at the program, department, course, and lesson levels. Direct embedded assessments as well as indirect assessment methods were used to gauge student achievement. Results indicate that on both self-reported (indirect) and direct, as well as nonembedded and embedded, assessments significant value-added learning occurred. We chronicle the stages in developing and implementing an assessment plan and reflect on our experiences in the process to provide a roadmap for other marketing departments that also face the transition from teaching to learning. (Contains 5 tables and 1 figure.)