This qualitative study explores how college faculty and students make sense of the Capstone process by examining their perspectives of this culminating performance assessment used in a graduate-level secondary education program. Students and faculty articulated positive benefits about the Capstone process including the benefit of opportunities for students to demonstrate scholarly reflective practices. Findings revealed three advantages of the Capstone process: l) it provided opportunities for more thoughtful student reflection in contrast to traditional assessment; 2) it enabled students to make sense of their graduate program in a systematic way; and 3) it proved to be a meaningful avenue that encouraged students to apply skills and theories acquired in a relevant way. One limitation was that the Capstone process is not a predictor of student success in the classroom despite the fact that the goal of the capstone is to indicate a student's readiness to teach.