This study discusses three evaluations completed in a large suburban school district, each of which involved stakeholders purposefully throughout the inquiry process. The reflective case narrative addresses three questions: (1) To what extent or in which parts of the evaluations were stakeholders involved? (2) What actions did the evaluator(s) take to encourage stakeholder involvement? and (3) What difficulties were encountered in each evaluation, and what actions were taken to resolve them? Looking across the evaluations, four lessons emerge. First, these experiences suggest that it may be easier "not" to involve multiple stakeholders than to involve them. Second, once multiple stakeholders are actively involved, the evaluator and client must be willing to handle the complexities of logistical arrangements and the potential conflicts that may arise. Third, it takes skill to establish meaningful interactive processes and structures that can involve multiple stakeholders over time. Finally, evaluators must recognize that involving multiple stakeholders may require additional resources.