Academic programs in all disciplines must show evidence of progressive student learning to ensure students are prepared for careers in their respective fields. Many times administrators and faculty members identify and validate core competencies in the profession and collect stakeholder feedback on student competency performance, but do not systemically use the information to enhance the program’s curriculum or to drive student advising. This study will propose a conceptual, multi-step model that allows hospitality and tourism faculty members to continually track evidence of student learning to ensure career preparation.