In this paper, we discuss how a community of scholars came together to create assessments across science departments for the initial teacher preparation program in secondary science teaching. The steps of the process taken to meet accreditation standards are described, as well as some surprising findings from our road trip down the path of "continuous improvement." In particular, we demonstrate how preparation for the assessment process not only can influence the rigor of a program, but also can facilitate the development of professional learning communities among college faculty. The community we created provides a space for the growth of the program as well as for the professionals who maintain and hold that space. (Contains 5 tables.)