The purpose of this study was to explore the manner in which a community college district planned to implement a systematic outcomes-based assessment program review process in order to have results inform institutional, district, and state policy discussions. Data derived from this grounded theory study indicated that there was not a shared conceptualization across institutional and district leadership for the identification of the audience that would use the data generated from the program review process. This finding is typical for many institutions, particularly as leadership desires to honor the individual uniqueness of each college. (Contains 1 table.)