Many assessment studies are devoted to discovering whether student knowledge increases after successful completion of a specific course; fewer studies attempt to examine whether students undergo a change in their values and attitudes as a result of that coursework. Given the continuing emphasis on assessment and the fulfillment of core curriculum goals at universities across the country, we designed a two-phase study of student learning outcomes in both core curriculum and major requirement courses. In addition to measuring changes in student knowledge, we also examine student attitude changes as a result of taking Introduction to World Politics or American National Government. We theorize that teaching such courses may impact student attitudes in such a way as to increase both knowledge and the likelihood of political participation. As such, our study provides insights into whether our students are meeting established student learning outcomes, but it also has implications for public policy and politics. Using data from a multiple-semester study, we find that introductory-level courses in both American and world politics not only lead to increases in student knowledge about and interest in politics but also affect slight but significant changes in political attitudes. (Contains 3 notes and 5 tables.)