The purpose of this study was to explore how music therapy faculty navigate the evaluation of undergraduate practica students by reviewing various processes of evaluation along with faculty members\u27 self-reported experiences of evaluating practica students. I addressed the research questions through descriptive phenomenological methodology, and collected data via semi-structured interviews with nine music therapy faculty members. In an effort to include diverse perspectives, I recruited participants who represented six of the seven American Music Therapy Association geographic regions, a wide range of years of supervisory experience, and a variety of academic and administrative roles within programs. Interview transcripts were carefully reviewed to summarize and describe evaluation processes. I employed thematic analysis (Braun & Clarke, 2021) to generate findings regarding participants\u27 lived experiences of the practica evaluation process. At the conclusion of analysis, I generated four themes: evaluators experience various tensions related to the evaluation process, evaluators experience moments of satisfaction related to evaluation, evaluators have a propensity for evolving evaluation processes, and evaluators strive to do right by students