The purpose of this qualitative, comparative case study was to determine the extent to which learning and improvement cultures were perceived to be linked to the traditional and non-traditional accreditation and Program Outcomes Assessment paradigms in use in two university hospitality programs. The findings of this study revealed that the learning cultures of the programs were perceived by the program participants to be homogeneous and not strong. Moreover, neither program directly connected learning and improvement to their respective accreditation and Program Outcomes Assessment practices and processes. The recommendations emergent from this study emphasize the need for leaders to provide ongoing support for learning focused on helping participants to "learn how to learn" (Bateson, 1972) from the accreditation and Program Outcomes Assessment experience. To this extent, the researcher offers a proposed model of action for learning about and from the practices and processes.