Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University's Master of Public Administration program to change their assessment approach from a course learning objective perspective to a student learning outcome perspective as they prepare for specialized reaccreditation through the Network of Schools of Public Policy, Affairs and Administration. The article illustrates how the program moved from measuring individual course learning objectives to a more holistic approach that focuses on a set of universal required competencies that relate to the program's mission and public service values. Also described are the challenges in making this paradigm shift.