Undergraduate enrollment has grown and changed drastically over the past two decades, with a significant portion coming from nontraditional students who have returned to campuses to pursue a college degree. To better meet the needs and demands of nontraditional students, many institutions have implemented programs that allow for the awarding of academic credit for prior learning. For those institutions involved in the prior learning assessment (PLA) process and interested in providing a quality program, an increased emphasis and focus should be on the importance of determining what a learning activity is, and more importantly, what constitutes college level learning.