In March 2007, Florida Atlantic University hosted a joint NCATE/Florida Department of Education site visit. This successful site visit and following Unit Accreditation Board report resulted in full NCATE accreditation with only one weakness cited. The weakness related to the implementation of the College's assessment system at the Advanced Levels. This article documents how the professional education unit at the University successfully addressed NCATE Standard 4-Diversity. While the focus of this article is to address Standard 4, it is impossible to understand how Florida Atlantic University's College of Education responded to this standard in isolation from the entire self-study journey. This process was rewarding but at times painful as faculty and administrators struggled to identify how the College's beliefs and practices aligned with an assessment system that would adequately capture the essence of who they are and what they do as professionals and as a unit. Over several months, initial group discussions and work sessions yielded an informal consensus of issues worthy of exploration. The culmination of this work resulted in a process where isolated issues were woven into interconnected themes involving faculty, students, administrators, staff, and stakeholders within and outside the College. When viewed as a system, these themes revealed a College transitioning from a culture of compliance to a culture of engagement. The authors' primary purpose was to use the enormous effort of the self-study as a springboard to self-improvement through reflective assessment-based decision-making at all levels. Their goal was to build an infrastructure of collaborative decision-making and continuous improvement in the College at the program, department, and unit levels that would be sustained for years to come. It was through this lens that the College approached NCATE Standard 4 as well as all NCATE and Florida Department of Education standards. (Contains 4 figures.)