Virginia's assessment of student learning outcomes has been lauded by national organizations for its respect of institutional autonomy while providing meaningful information on student learning outcomes. Virginia recently implemented a process by which each institution's plan to assess student learning outcomes are evaluated by peer institutions. The application of peer review to plans for assessment is described in greater detail and critiqued using the theoretical lens afforded by organizational learning. The article concludes with discussion and recommendations for the improvement of the peer review process as it applies to assessment.