The article describes and discusses the use of focus groups and questionnaires to evaluate educational printed material for high school level art teachers prior to publication. The material consisted of "The Notebook of the Investigative Teacher," created by the Instituto Itau Cultural to help teachers develop critical skills in discussing contemporary artists with high school students. Based on a partnership between two Brazilian institutions, our study demonstrates how the evaluation process should be a crucial component of both material development and revision. (Contains 10 notes.)