Extensive research affirms the benefits of engaging public relations undergraduates in campaigns and projects for real world clients. At the same time, instructors often have difficulty evaluating student learning and performance in such work, for three reasons: (1.) In order for the work to truly be real world, instructors must allow students a high level of autonomy. (2.) Clients are often poor judges of appropriate public relations practice. (3.) Students often hesitate to inform instructors of strategic challenges or team member negligence or malfeasance. This poster session presents a brief overview of assessment concepts affirming why it is important to know what PR students have learned and can demonstrate. The poster then illustrates a learning assessment program used successfully for four years in an undergraduate student-run advertising and public relations agency. The assessment program uses formative and summative evaluations by students, graduate teaching assistants, instructors, and clients to assess students’ individual and collective learning and performance. In the student-run agency, the assessments allow the instructors to have a much greater understanding of what students learned and how students demonstrated that learning in different for-profit and nonprofit campaigns. The assessment program could easily be adapted to any high-impact PR classroom situation involving students in real world client campaigns or projects.