This paper describes the experience of the Clemson University (South Carolina) faculty in choosing and administering a commercially available standardized test to assess general education at that institution. The paper emphasizes the importance of faculty involvement in the assessment of general education and its impact on the success of the process and the acceptance of the findings. The structure of general education at Clemson University is described as requiring students to take 38 semester hours in courses from 5 concentrations, with faculty having primary responsibility for these requirements and their evaluation. The process of selecting a standardized test, the concerns connected with that decision, and the value of using a commercial test are discussed. Also described is the assessment process itself, which involved testing random samples of the freshmen and junior classes, scoring by the testing company, and independent rating of the composition portion of the test. The use of the test results is detailed, covering the extent of dissemination of the results to students and staff, responses from students, and developments for future testing. Included are 11 references. (JB)