This paper addresses the question of what role accrediting agencies should play in supporting the arts and sciences in higher education. It is argued that there is no current alternative for supporting the arts and sciences other than the historical one that already exists with the accrediting agencies. Also noted is that the arts and sciences are currently transforming their boundaries, and that they are fundamental to the undergraduate curriculum. Further explored is the basic premise that the arts and sciences are the bedrock of undergraduate education for both epistemological and empirical reasons. It is proposed that accrediting agencies need to look at the institutional expression of mission; the role assigned to the arts and sciences; and at the congruence of mission, programs, and resources. The paper concludes with the observation that supporting the arts and sciences has been the historical role of the regional accrediting bodies, and this should continue with a new expanded role designed to embrace the special status of the arts and sciences in the full range of undergraduate education. (GLR)