This paper presents an overview of the institutional accreditation process, focusing especially on how student assessment fits into accreditation. There are two important reasons for accreditation: first, student financial aid programs at all levels require accreditation; and second, public or private institutional funders require it as a standard of good practice. Accreditation is based on criteria that reflect best practices in education, and to that end accrediting agencies seek information on what the institution says it is doing; whether the institution has the resources to do what it says it is doing; how the institution demonstrates performance; whether the institution will be able to continue these practices; and whether the institution operates with integrity. The accrediting process itself has four steps: (1) an institutional self-study based on the above criteria; (2) evaluation by accrediting agencies of the self-study; (3) a written report by the accrediting agency; and (4) an appeal, should that be necessary. Within the accreditation process, special attention is given to assessment of student learning. For accreditation purposes, a student assessment program should have four components: an institutional mission statement; departmental goal statements; clearly stated course objectives; and continuous assessment, with results used to make appropriate changes. (CH)