We explore institutional change and organizational learning in higher education in the context of a large-scale reform of developmental education in Florida. We use statewide survey data to examine administrators' perceptions of the use and effectiveness of accountability metrics, methods to identify solutions to improve student outcomes, and challenges responding to data. We find that institutions most commonly use accountability data to track their own performance, but find it less effective for making comparisons across colleges. Institutions use a variety of methods to identify solutions for improvement; with the most common method being presentations at professional association conferences. The greatest challenges in reviewing and responding to data are finding resources to implement solutions and understanding underlying problems affecting student outcomes. We conclude with implications for policymakers and state agency staff designing large-scale reforms in order to encourage organizational learning and promote meaningful change. [This article was published in "Community College Journal of Research and Practice" (EJ1252880).]