It is hard to overestimate the benefits of effective learning assessments that are founded on clear, measurable outcomes. It is imperative for faculty to acknowledge that outcomes assessments are not limited to individual courses, or even to certain disciplinary knowledge or academic skills, but overall to the education of students as whole individuals. Tuning USA is a nationwide project for fulfilling these goals--and incorporating the discipline of history is one of its first initiatives. In 2011, the American Historical Association (AHA) became the first major disciplinary organization to endorse the Tuning project. At the University of Missouri-Kansas City (UMKC), an interdisciplinary team of researchers conducted four focus groups with stakeholders in April and May of 2013 as part of UMKC's contribution to the AHA's Tuning Project. Because there is so much skepticism surrounding assessment and Tuning, especially among historians, it is worth looking closely at these examples of stakeholder focus groups to see if this method--and Tuning writ large--provide any valuable insights into what faculty might wish to change in their undergraduate history programs. To demonstrate its utility, this article will outline the method as well as the insights gained from direct conversations with current students, alumni, and potential employers about the history programs, and changes the faculty initiated in response to their focus group assessments. [This article was written with assistance from Leah K. Gensheimer and Dan Stroud.]