According to Webster’s Dictionary (Accreditation. Available at: http://www.merriam-webster.com/dictionary/accredit . Accessed 10 July 2024) accreditation is “official certification that a school or course has met standards set by external regulators.” The Cambridge Dictionary (Continuous improvement. Available at: https://dictionary.cambridge.org/us/dictionary/english/continuous-improvement . Accessed 10 July 2024) defines continuous improvement as “the process of making regular small changes and improvements to the products, services, etc. of a company.” This chapter will explore leadership skills and strategies that support the creation of a culture of accreditation readiness. It will focus on how to modify and adapt existing processes through small, iterative changes driven by a commitment to better serving students, patients, or the institution—a practice known as continuous quality improvement (CQI). We will review useful frameworks leaders can leverage when overseeing accreditation, CQI, and change management processes. And we will touch on strategies to help you avoid the potential perils of change fatigue. We will also provide tools for your CQI process that will help structure regular check-ins with your team, and communication strategies to use to effectively engage and inform key stakeholders. We will provide examples of what has worked well in our experiences and provide suggestions for when an external perspective may be useful. With these strategies and tools, your team can have a smoothly structured approach to an accreditation visit. Preparing for accreditation is time-consuming, and leading in this work will not always make you popular. However, embedding a robust system of continuous review within your team while remaining ever focused on the mission of training future healthcare professionals to provide safe, high-quality patient care will allow you to lead a team to, and through a successful accreditation process.