The researcher sought to describe the culture of assessment for post-secondary program improvement that had resulted from the new requirements for reaffirmation through regional accreditation. The literature was deficient in a conceptual framework and surveys to measure a culture of assessment. The researcher developed a conceptual framework around the four main constructs in the literature: faculty support and involvement, views toward program improvement, knowledge of SACSCOC program academic assessment plans, and knowledge of institutional effectiveness. Using the I-E-O model by Astin, the constructs were described as input variables, environment variables, and the output which was a culture of assessment for program improvement. Two surveys were designed: one for assessment coordinators and one for faculty members. The surveys were administered in a quantitative case study at a primarily undergraduate institution, within its first reaffirmation period under the new requirements of Southern Association of Colleges and Schools. The findings were interpreted to suggest there was a lack of cultural congruence with a mixture of values, beliefs, and knowledge among the faculty and assessment coordinators. A statistically significant relationship was found between the levels of involvement and the values faculty members had toward program academic assessment plans. There was a statistically significant weak relationship found between the levels of involvement and the values faculty members had toward program improvement. The researcher recommended assessment coordinator training and a focus on student success to drive faculty member involvement to improve the culture of assessment for program improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]