Centers for Teaching and Learning have increasingly realized the need to effectively measure the impact of their programming on the quality of teaching and student learning. This is especially true in the area of educational technology integration. The authors examine the evolution from using output- to outcome-based evaluation methods at their institution and share the major findings their methods revealed. The challenges that were encountered as the outcome-based measures were implemented are also explored. The article concludes with a discussion of planned future steps regarding the improvement of current evaluation practices and the incorporation of process-based evaluation practices.