This article describes a faculty-led project to assess and revise institutional student learning outcomes at a small urban community college. The revision process involved four stages: (1) exploring stakeholders' explicit and implicit understandings through an experimental assessment; (2) using statistical tools to identify redundancies and opportunities for regrouping and revising the learning outcomes; (3) triangulating findings through focus group discussions and test assessments; and (4) drafting and refining the revised learning outcomes. By grounding revisions in stakeholders' explicit and implicit understandings of the existing outcomes, the school was able to streamline and significantly improve institutional student learning outcomes without starting completely from scratch.