This paper describes a process for guiding students through the writing of a Professional Philosophy of Recreation Paper and a one-page philosophy statement suitable for use in students' professional portfolios. The authors describe how the review of recreation education literature, scholarship on teaching and learning, and assessment of student learning were used over a 12-year period to arrive at the present design for course content, delivery methods, and the Professional Philosophy of Recreation Paper assignment. Over time it was discovered that exposing students to the humanities (e.g., philosophy, literature, film) as a complement to science (e.g., positive psychology, social cognitive theory, evidence-based benefits) was more effective for meeting learning outcomes than merely philosophy and theory alone. The authors also describe how assessment of The Professional Philosophy of Recreation Paper provides evidence that students are meeting standard 7.01 for accreditation under the 2013 COAPRT Learning Outcomes Standards. (Contains 1 table.)