This provocation focuses on the problems that may emanate from the consideration of differences between stakeholders-teachers' and students' evaluation of recommended textbooks for informed curricular decision making. The article draws on empirical data from a study on the evaluation of recommended senior secondary financial accounting textbooks in Southwestern Nigeria. It highlighted the emergence of four dilemmas and describes how a focus on resolving them can proffer remedy for the perennial worrying about the contemptuous misconstructions in the consideration of curriculum (evaluation) outcomes. The article also offers an open discourse for evaluative research practitioners.