This study examined the engagement theory of program quality (Haworth & Conrad, 1997), which highlights positive student learning outcomes that result from stakeholder involvement in program evaluation within master's-level graduate programs. A total of 481 master's-level counseling students and 63 faculty members, representing 68 Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited counselor education programs, participated in the study. Findings reveal that engagement theory is a potentially useful quality assessment resource for CACREP-accredited programs in their efforts at enhancing and sustaining program quality.