This paper highlights program-level assessment of learning outcomes in an 8-month Faculty Certificate Program (UBC-FCP) on the scholarship of teaching and learning (SoTL) at the University of British Columbia (UBC). The aim of the UBC-FCP is to enhance SoTL in multidisciplinary settings. Essentially, SoTL is an approach to academic work that integrates research, teaching, and learning. This article provides a flexible and iterative framework to examine whether and how program-level learning outcomes are implemented in a faculty certificate program. Data from this study suggest that educational leadership, learning context, planning, programming and assessment processes were critical factors in the development and implementation of program-level learning outcomes.