This paper discusses the outcomes evaluation of a University’s Middle School Math M.Ed. degree program. The program was initiated through a State-funded grant, in collaboration with a local urban school district and the University. The paper describes how the evaluation team and University’s stakeholders stressed examining the more proximal outcomes, (i.e. knowledge gains, changes in pedagogical perceptions and implementation of new skills in the classroom) by participants, while the State-level stakeholders emphasized (and required) that student achievement measures were most important. In addition, the paper describes the experiences of the evaluation team and the changes made to the evaluation plan as a result of lower than expected program participation: changes in participants’ role in their school, reduced funding, the withdrawal of the school district’s participation in the grant and the change in the program director of the grant.#MathprofessionaldevelopmentSTEM #Prek-12EducationalEvaluation #2011Conference #Teacherprofessionaldevelopment