This case study examines implications of a completed evaluation at an experimental adult basic education project. While the literature of evaluation usage shows a high proportion of reports moving from evaluator to shelf having had little effect, there were, in this case, many changes congruent with recommendations in the report. This study examines change in one element - a shift from one-on-one delivery to group delivery of instruction -  and isolates factors which made this change possible. It finds that the evaluation was intimately involved in the change, and that there were essential conditions beyond evaluation quality which were essential to bringing the change about - including compatibility of educational philosophy between evaluators and users of the evaluation and the existence of a corporate 'learning culture'. It finds that different users legitimately require different types  and presentations of information, and recommends targeting reports to meet those requirements.