The study was based upon surveying colleges/schools of education with graduate programs from the "US News and World Report" "Best Education Schools 2011" (N = 89). Results indicated that greatest time was spent on data collection, data management, and compilation; while least time was focused on instrument technical characteristics and opportunities for professional development. Working with faculty to facilitate their engagement of the assessment process was viewed as most challenging; in contrast opportunities for professional development was seen as least challenging. Several benefits of a strong advisory assessment committee on time on tasks were also supported; however, there was no influence of years of work experience or type of data management system. A limited set of time spent on task-challenge discordant areas were identified, most notably occurring on intrapersonal or technical endeavors. The roles of these findings impacting the efficacy of the assessment process are also discussed.