Meaningfully engaging faculty in assessment presents a continual challenge for general education administrators. Faculty perceptions of assessment--including that assessment serves no purpose other than "checking a box" for accreditation and that it conveys little benefit to the instructor--often hinder instructor engagement. A low-cost assessment mini-grant program can overcome these misperceptions, increasing faculty engagement with both the assessment process and the general education program. In this article, a general education administrator describes the structure, delivery, and results of an assessment mini-grant program, and three faculty members share how their participation in the program shaped their teaching and improved their perceptions of--and engagement with--general education assessment.