This study employed quasi-experimental methods to examine the educational outcomes associated with college disciplinary processes. Using an online survey designed to measure the learning that might result from student conduct administration (SCA), this study analyzed 3,228 responses from students attending four separate institutions. The sample included students who participated in an SCA process in addition to those who did not participate in an SCA process. The treatment group included students who participated in the SCA process while a group of students who did not participate in an SCA process provides a plausible counterfactual. Each group was surveyed once at the beginning of fall 2016 and then again at the end of fall 2016. This study did not produce strong evidence that supports an assertion that student conduct administrative processes are educational. However, supplemental exploratory analyses, offer useful information and insights for the field.