Colleges and universities across the country are struggling with the issue of accountability, especially with regard to student learning. One attempt to revitalize undergraduate education and to respond to the calls for change is defined by a shift in the dominant pedagogy to a learner-centered focus. If academic administrators are to promote and facilitate learner-centered education, they must understand the current research on how students learn and the resulting changes that knowledge brings to the classroom. One of the many issues related to this paradigm shift for academic administrators is the question of faculty evaluation. How will the evaluation of teaching faculty evolve in this new paradigm? Of the many facets of faculty evaluation that are part of the administrator's responsibility, classroom observation provides numerous challenges in the new paradigm. In this article, the authors consider how academic administrators might approach classroom observation in the new paradigm.