Choosing one of the myriad instruments by which to measure civic engagement and psychosocial well-being is relatively easy. The hard part is choosing the one--or two, or three--that will actually connect the most salient elements of civic engagement and psychosocial well-being to the goals of a particular course, project, or institution. The important thing to remember in any discussion of the connection between civic engagement and psychosocial well-being is that neither of these concepts is unidimensional. Each is a composite. One's civic engagement, like one's psychosocial well-being, is an amalgam of multiple strands of measureable outcomes related to individual thought, perception, and action. In this article, the author discusses how the linkages between students' civic development and their psychosocial well-being can be meaningfully defined and assessed at the campus level. Given that the multidimensionality of civic engagement and psychosocial well-being provide opportunities for measuring many different things, it is essential that the process of assessment begin by interrogating the concepts themselves. The author presents three questions that offer starting points for interrogation.