The major potentials and pitfalls of adversary evaluation in education are discussed. Reasons why the courtroom model may have limited utility, and the difficulties in the debate model are identified. It is argued that the existence of opposing viewpoints is the core of adversary evaluation, not adherence to existing formats for presenting contrasting views. It is suggested that educational evaluators might develop more appropriate adversary methods tailored specifically for the field of education. Nine issues are addressed that should be considered by anyone intending to use the adversary approach. (Author/MLF)