Given the ever-evolving role of school counselors and increasing demands placed on them in today's sociopolitical climate, proficiency in program evaluation is more important than ever as school counselors advocate for their role and for comprehensive school counseling program delivery in schools. This article presents a reexamination of the purpose and importance of program evaluation and the development of an evaluator identity. This quantitative study investigated which factors contribute to school counselors' identity as a program evaluator using self-report survey data on levels of self-efficacy, confidence, perceived importance of program evaluation, and interest in program evaluation. It also assessed the overall significance of each factor for engaging in program evaluation behaviors, as operationalized through data-based decision-making practices. Results include a predictive model that displays the contribution and significance of these factors on school counselor program evaluation and related data-based decision-making behaviors.