The purpose of this interpretive phenomenological study was to explore the experience of student learning outcomes assessment among four midlevel student affairs managers to gain a deeper understanding of the phenomenon of change readiness to engage in assessment practices. This study sought to address the theory-practice gap in student affairs assessment. The aim of gathering rich descriptions of experiences was to yield new insights that senior student affairs officers (SSAOs) at the study site could use in planning effective change strategies to increase engagement in assessment practices. Two constitutive patterns and seven relational themes were revealed to gain a deeper understanding of how participants made sense of their experiences and to discover underlying attitudes and beliefs acting as inhibitors or facilitators to engage in assessment practices. Participants' responses revealed three key tenets of how midlevel managers build a culture of assessment in their department. In addition, this study revealed four recommendations for SSAOs to consider that may help them effectively facilitate large-scale engagement in assessment practices and establish a culture of assessment on campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]