Examples of the difficulties that public school program evaluators can have in explaning perplexing results are provided. Arguments abound over the best way to report a finding that has multiple interpretations or presentation options, and the enigma of realizing that one way to report a finding is not the only way, or even necessarily the best way, can be the bane of the evaluator. Twenty examples cover apparent paradoxes and contradictions in the reporting of evaluation findings. These are generally problems of wording, problems that often have seemed too frivolous for textbook consideration. Evaluation findings are seldom simple and straightforward. Reporting them requires a practical communication style that is focused on the intended audience. The key to describing an evaluation question is understanding and addressing the question that is being asked. As obvious as this seems, some reports never directly answer the question that was to be addressed. (SLD)