Internal benchmarking is an established practice in business and industry for identifying best in-house practices and disseminating the knowledge about those practices to other groups in the organization. Internal benchmarking can be done with structures, processes, outcomes, or even individuals. In colleges or universities with multicampuses or a high degree of devolvement, internal benchmarking compares similar functions or activities across divisions, units, or campuses. Internal benchmarking supports institutional effectiveness and demonstrates a commitment to regional accreditors that the institution is involved in an ongoing process of analyzing information and using results for improvement. For successful internal benchmarking to proceed, there must first be an acknowledgment that there are processes that can and should be improved. It is necessary that there be at least two duplicate or similar processes within the organization that can be compared. If a definitive best practice has not yet been identified, there should at least be some indication that superior practices exist and are transferable to others (Southard and Parente, 2007). Most benchmarking methodologies, whether internally or externally applied, follow the basic phases introduced by Camp. Organizations typically use anywhere from four to 12 steps in the benchmarking process, which can be summarized as versions of the plan-do-check-act cycle familiar to assessment practitioners. All regional accrediting agencies include standards that require higher education institutions to demonstrate a commitment to improvement through systematic evaluations of effectiveness in all areas. Individual units develop their own approaches to this evaluation but seldom look across units to discover what they can learn from each other. Internal benchmarking takes advantage of the experts and expert knowledge already residing within the institution to achieve that effectiveness and demonstrate a commitment to continuous improvement. (Contains 1 exhibit.)