Student affairs, like all arms of academe, has taken up the mantle of assessing college student learning and development in their unique programs and experiences. Yet, cultures of assessment in student affairs organizations are rarely examined empirically. This study provides results from an exploratory factor analysis of data gathered using the "Student Affairs Survey of Assessment Culture." The resulting factor model explained 58% of the variance and included four factors of hypothesized cultures of assessment in student affairs: a) Clear Commitment to Assessment, b) Assessment Communication, c) Connection to Change, and d) Fear of Assessment. Internal consistency estimates (Cronbach's a) were sufficient for each factor, exceeding .78, at minimum. Discussion about new means of theorizing about cultures of assessment in student affairs and pragmatic advice on leading student affairs assessment efforts are offered.