A variety of methods are used to conduct program assessments to determine a curriculum's impact. Historically, data have been provided with an end of course survey. Impact studies are program assessments conducted after a time lapse beyond the end of a course and provide information that indicates if the participants learned the principles, skills and concepts of the program, and if they are applying them in the work place. These types of studies can provide valuable information about curricular effectiveness for both specific and related curriculum types. The purpose of this study, therefore, was to assess the effectiveness of the United States Military Academy's (USMA) combatives curriculum on the affective development from the perspective of 40 years of graduates. Using impact curriculum assessment as the theoretical framework, a survey instrument was designed. Through multiple and extensive pilot studies that assessed both the questions being asked and whether the Internet was a viable means to gather data for this study revisions were made and a final instrument developed. The final instrument had 38 Likert-type questions and one open-ended question. The questions were categorized as: (a) demographics, (b) freshmen boxing's impact on graduates, (c) alumni's perspective of the boxing course, (d) boxing's influence on affective development, and (e) curriculum recommendations. USMA graduates from 1963—2001 were invited by e-mail to participate. After two follow-up e-mailings, 3,025 alumni completed the questionnaire. Cronbach's coefficient alpha determined that the internal consistency of the Likert-type measures for the survey instrument was .94, while peer review indicated intercoder agreement of the open-ended question to be .92. Findings indicated that the preponderance of graduates perceived freshmen boxing as contributing to the development of some desirable affective character traits and values (i.e., physical courage—73.1% and fear management—60.0%), that it was essential to the student's physical development (71.0%), that the benefits of participation outweighed the risks (81.9%), that it was a valuable experience (81.7%), and that it should be a mandatory core course of all male students (84.2%). Although results overwhelmingly indicated that graduates perceived freshmen boxing as having a positive effect on their affective development, less than one-half of the respondents (37.4%) thought that the development of these constructs helped them to perform their duties more effectively. These results suggest that an impact curriculum assessment can inform program planning and provide participants' perspectives in a more nuanced form than can be obtained immediately after completing a course. Keyword(s): assessment, curriculum, technology