Assessment training, inclusive of design, methodology, and effective reporting, has become a topic of increased interest in student affairs, most recently articulated by calls for competency (Bresciani and Todd, 2010) reemphasizing existing curricular standards (Council for the Advancement of Standards in Higher Education [CAS], 2002). Providing applied instruction to graduate students is an essential first step, as new professionals will be expected to plan and integrate assessment and evaluation into their work as practitioners. Further, assignments that connect students to authentic divisional assessment activities can create valuable instructional opportunities to bridge classroom-to-practice efforts. Such partnerships, carefully supported and guided by faculty, can also yield meaningful contributions to divisional assessment activities. This chapter provides a model for bridging graduate assessment course work and divisional student affairs assessment efforts. Evidence from three years of application is provided along with considerations for implementation.