The authors believe that there is no inherent academic validity or lack of thereof in the notion of prior learning assessment (PLA)-based curriculum. If mishandled, it can become the tool for carrying out diploma mill practices. Conversely, if implemented and facilitated appropriately, PLA-based curricula can offer humanistic educational values that recognize and support educational needs of nontraditional students. PLA-based curriculum is most successful in accomplishing the goal of honoring college-level learning that mature adults bring to an undergraduate education. The features of the PLA process are compatible with and enhance a humanistic approach to education. In this article, the authors discuss PLA as a learning process and not as mere assessment of learning. Potential PLA pitfalls are also discussed.