Without a direct measure of learning, universities and lecturers do not have reliable evidence of changes, past or present, in the academic merit of a unit. By using grade data to develop a variable called Academic Merit, all university units were measured for their percentages of academic merit over one semester at an Australian teaching-intensive regional university. Although the results revealed units with excellent percentages, there were others with percentages that were other than excellent. The implication is that an opportunity exists to understand the quality of the learning merit in those units with a view to enhancing student academic learning.