This article reports on a formative and internal evaluation of teacher induction practices for newly hired teachers in a US university ESL program. By adopting a utilization-focused approach, evaluators produced a design that was articulated to the information needs of the evaluation users. The ensuing findings were then used to develop and improve program practices in specific and high-priority ways. This paper calls for attention to ways of enhancing the utility of evaluations within language education programs--and thereby enhancing the value of what language educators do--and it illustrates how a utilization-focused approach can help to ensure the actual uses and the utility of evaluation practices. (Contains 9 tables.)