End-of-course evaluations are a central part of the accountability system at American universities. They are used formatively to evaluate the way courses are delivered and the effectiveness of teaching practices. Therefore, institutions may use these instruments to make course changes or tenure and promotion decisions. The purpose of this research study was to gain a better understanding of how faculty use the evaluation results. Faculty from a southeastern U.S., research intensive university received a survey containing 28 Likert-scale items and two open-ended questions. Quantitative data were analyzed with descriptive statistics, while a thematic analysis was used to analyze the qualitative data. Most participants in our study (89%) reported that they use the feedback provided by the end-of-course evaluations to make changes in their courses. In the qualitative section, faculty believe that end-of-course evaluations provide meaningful input regarding student learning; however, they stated that they would like to see more open-ended questions within end-of-course evaluations. Findings from our study suggest that faculty value the information they receive from students, but end-of-course evaluations need to be better targeted to the needs of the course and faculty using it.