Over the past few years, the author had the good fortune to engage many faculty and administrators in conversations about student outcomes assessment. The author has discovered that many faculty and administrators associate course valuations with student outcomes assessment measures. He also found that no items about student learning outcomes are included. In this article, the author contends that transforming course valuations to become an indirect tool of student outcomes assessment is much more practical approach than attempting to evoke cultural change in higher education. The author also describes how the faculty at James Madison University (JMU) and at Indiana University-Purdue University Indianapolis (IUPUI) have initiated the process of transforming course valuation instruments.