This article describes one middle school's efforts to use model building and school self-evaluation to hold itself accountable for its own priorities. These priorities were established by local administrators, teachers, and students, in addition to those established by No Child Left Behind (NCLB). This article discusses this school's efforts to make evaluation a more valuable and meaningful part of the work of all school professionals--particularly their efforts to use evaluation to enhance outcomes related to the whole student--and to develop a strong "rigor-in-practice" culture within the school. It concludes with a discussion about the role of evaluation in middle schools and recommendations for evaluators interested in implementing similar practices.