This paper focuses on the special considerations affecting professional schools seeking to assess the nature, quality and effects of their undergraduate programs. Advocating a comprehensive effort as the most promising means by which assessment can positively influence teaching and learning, the discussion addresses the unique characteristics of assessment in professional schools, giving special attention to professional program accreditation and licensure of professional school graduates. Examples are cited from nursing, architecture, engineering, and education. An overview is presented of assessment in professional fields and how these assessment efforts tie to the professional schools' accreditation process and licensing procedures. A discussion is offered on how the assessment process in professional schools can be facilitated, how the base provided by licensure and accreditation processes can be used, and how faculties can use assessment to improve teaching and learning. (JD)