The Exemplary Schools study at Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR) was designed to aid the program in its goal toward developing and implementing a reform model that "overdetermines" success for all students. The Talent Development (TD) principle of "overdetermination of success" argues that across the full spectrum of the schooling enterprise, educators must implement multiple activities, any one of which, based on documented, research-based evidence, can lead to enhanced outcomes by itself. In preparation for designing the Exemplary Schools project, a thorough review of the effective school reform literature was undertaken. The study aim of the Exemplary Schools project was not only to identify practices in urban schools that were already demonstrating success, but also to inform the development of an evaluation instrument that honored the TD principles of cultural sensitivity and co-construction. This article demonstrates how the triangulating evaluation methodologies facilitated stakeholder involvement and revealed contexts that a narrower approach might have failed to illuminate, and it highlights how triangulation can be used to create a culturally responsive evaluation process.