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' 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' 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]