The Bunche-Da Vinci case described in this article presents a situation at Bunche Elementary School that four theorists were asked to address in their evaluation designs (see EJ791771, EJ719772, EJ791773, and EJ792694). The Bunche-Da Vinci Learning Partnership Academy, an elementary school located between an urban port city and a historically blue-collar suburb, is a dignified and well-maintained school structure and a much-sought-after refuge for African American and Latino students from the neighboring smaller suburb, well known for poverty, crime, racial tension, and low-performing schools. The school is a beacon of hope and stability in an industrial area of the large city and contrasts sharply with the nearby schools of the smaller, more notorious, adjacent suburb. The district recognized early on that to combat the problems that Bunche's students face, innovative solutions were needed. When approached by Da Vinci Learning Corporation, the district chose Bunche Academy to enter into a unique arrangement with the company to create a partnership that combined elements of a charter school while still remaining a regular part of the district. When the academy's decreasing state test scores contrasted sharply with the students' performance on Da Vinci's own testing system, the principal and district superintendent agreed that an outside evaluation was needed. This issue of "New Directions for Evaluation" includes four articles that examine, comparatively, the practical application of theorists' approaches to evaluation by presenting four evaluations of this case. (Contains 2 tables.)