This paper reports the evaluation of a unique three-year program designed to support teachers new to a school district. The emphasis of the evaluation process was on the participation of the stakeholders in the evaluation process and the development of their abilities in evaluation. There is educational significance to this study on two levels. First, it is an example of using a highly participatory process for the formative evaluation of a teacher induction program. Second, the finding that all groups were comfortable with the mentor also being a participant in the evaluation of the interns contradicted the conventional wisdom that the roles should be separated. (Contains 1 table.)