Assessment of student learning continues to be a common practice in higher education. Even though colleges and universities have different systems and processes for assessment, most institutions have assessment committees that oversee the practice of assessment. This qualitative case study explored the structures, practices, and impact of these committees from faculty committee members’ viewpoints. Eleven faculty committee members from three Midwestern institutions were interviewed to learn more about their experiences serving on their assessment committee. Committee documents were also reviewed and analyzed to triangulate the data collected through the interviews. We share recommendations for assessment committees that can be implemented to improve their practices.