This paper describes the practical steps employed in controlling interview data generated from a research project investigating teachers' perspectives on the worth of a sex equity educational demonstration project. These perspectives were then considered as value frameworks that might be used to formulate and interpret a naturalistic-responsive project evaluation. Qualitative data were obtained from 25 elementary and secondary teachers through their written reactions to a 26 page summary portfolio of project-related evaluation data, and the tapes and transcripts from two semi-structured interviews. The written reactions provided the initial focus for the interviews. Questions for later interviews were derived from previous responses, as were requests for clarification of the respondents' line of thinking. (GDC)