Assessment of student learning outcomes is a widely-discussed topic in higher education. As accrediting bodies receive additional pressure from stakeholders, such as parents, employers, and community leaders, to demonstrate how student learning occurs it is important to have a strategy in place. The involvement of faculty in the assessment of student learning is part of the process and many universities are challenged with how their involvement will impact outcomes. As with all disciplines, the same holds true for academic leaders in the health services administration field to determine how to best include faculty in the process of measuring student learning outcomes. The purpose of this study was to use academic health care administrators to identify the perceptions of their faculty's involvement in the assessment of student learning. A qualitative explanatory case study was used to question health care administrators in academic institutions to gain a better understanding of the level of faculty involvement in the assessment of student learning in health administration degree programs. There were 684 program directors and faculty from a variety of higher education institutions throughout the United States who were contacted to participate in this study. The goal was to achieve 10 participants for this research study. The survey results point to two areas that require attention: 1) more faculty involvement is essential to the assessment of student learning in health care academic degree programs, and 2) the results of assessment need to be more effectively used to make program and curricular changes. Academic health care program directors and faculty also need additional institutional support to ensure assessment work is a priority. Finally, the assessment of student learning should not be done for the sake of satisfying accrediting bodies or external mandates. Recommendations for future study include an assessment of student learning in health care administration degree programs and an evaluation of support at the institutional level to ensure assessment is a priority. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]