Much has been written about bias in student evaluations of teaching (SETs), and efforts have been made to develop evaluation forms that minimize the risk of bias in students' responses. The authors created a fully qualitative open-ended SET instrument, along with a standard process to summarize and interpret results for use by all undergraduate faculty. They developed and pilot-tested a student perceptions of teaching instrument, which was designed to assess factors that are empirically associated with student learning and that students are able to judge in a valid manner given their direct experiences in a course. This article presents the process for summarizing and interpreting students' responses to the instrument. Although this process may not fit all institutions, it provides one model for approaching how SET results are used to inform faculty assessment and ultimately serve student learning.