Arguing that there is a current tendency among librarians to talk more about the evaluation of bibliographic instruction than to actually do anything about it, this paper examines limitations of and considerations pertaining to evaluation and includes: (1) a brief discussion of the history of bibliographic instruction; (2) discussion of types of evaluation including formative and summative; (3) consideration of things most often evaluated, i.e., attitudes (affective domain) and skills (cognitive domain); (4) additional methods of evaluation including quantitative and qualitative; (5) issues of validity and reliability; and (6) conclusions and recommendations. Copies of overhead transparencies referred to in the text and a list of 50 references are included. (THC)