There is evidence that state-mandated assessment initiatives affect instructional policies; however there remains a question whether the changes inspired by such mandates are penetrating the "private" regions of the educational institution - to the level of changing instruction in the classroom. The massive assessment initiative underway across American higher education may be producing changes only in bureaucratic strategies, with only token changes in pedagogy, instructional materials and methods, leaving most instruction, and therefore the bulk of student learning unimproved. This study used a case study of eight institutions in the State University of New York. Through an analysis of documents and a series of interviews, the experiences of the subject schools revealed only moderate success at developing systematic change even in the most successful institutions. Where a culture of assessment is taking shape most effectively, the institutions: (1) are compelled by the mandate to move forward; (2) involve a large percentage of faculty in the work of the initiative; (3) celebrate, reward or at least recognize efforts in assessment; and (4) have developed a high degree of trust between faculty and the academic administration. Ultimately, a successful assessment system emerges from an engaged faculty which feels supported and secure in their efforts to focus on teaching and learning, because regardless of where an assessment initiative is born, it matures and thrives in the hands of those who deliver instruction to students.