After reviewing the articles in this issue, the authors have come to four conclusions. First, the reaffirmation of accreditation, along with the selection of the quality enhancement plan (QEP) works best when all stakeholders of the institution are included in the planning process. Second, the planning process is far more complex, multifaceted, and transactional than most realize. Third, the relationship between faculty, students, alumni, community leaders, and other interest groups--particularly K-12 education--is extremely important for institutional success. Fourth, and finally, every member of the institution has a relationship with accreditation--accreditation itself is a collaborative responsibility. In this article, the authors briefly address each of these conclusions and offer a few suggestions for future research.