A recent decline in submissions of scheduled program review self-studies at Saint Mary’s College of California presented an opportunity to improve the review process and quality. Using a data-driven and systems-thinking approach, faculty and administrators collaborated to facilitate revision of the program review process, guidelines, and use of institutional and assessment data. We offer an example of how small institutions with limited resources can respond to barriers to timely self-study completion, bring together administration and faculty to develop an integrative educational effectiveness infrastructure, and adopt a set of changes that revitalize program review to emphasize continual improvement focused on responding to equity gaps.