Learning assistant (LA) programs have become increasingly popular at large universities striving to promote student engagement in the classroom. The LA program at the Pennsylvania State University was initiated in 2012 and has rapidly grown to over 500 LA positions per year. The purpose of this study was to gather LA and faculty member perceptions to understand if programmatic goals are being met. We also sought to create a tool that might help other programs with initial assessment of growing LA programs. Findings indicate that LA and faculty member perceptions are mostly aligned and support the goals of the program. Overall, LAs are used in ways that promote active learning, and both faculty members and LAs perceive they are effective in improving collaborative learning. Weaknesses were revealed in LA training and perceptions regarding LA interaction with course curriculum, specifically how LAs align with course objectives. Additionally, differences were found between LAs' and faculty members' perceptions of LA professional development. The survey tool developed within this study helped to reveal these weaknesses and provided insight into gaps in the LA program that will inform future research.