Including youth in the evaluation process can enhance the quality of the inquiry and be empowering for the participants, but it is not without challenges. In this article, several principles for youth-involved research and evaluation are outlined. These come from those who are pioneering this approach and from current research on the dilemmas of practice encountered by youth program leaders. These guidelines, along with the American Evaluation Association's Guiding Principles, are then applied to Dr. Luanda's case to explore how she might proceed and to consider how she might have avoided this ethical challenge.