In this article, I describe the exploration of instructional effectiveness through an examination of student course evaluations. Five years of archival data for an undergraduate classroom management course served as the data source. Specifically, my intentionality and mindfulness of course activities, such as storytelling, are investigated. Positive findings of relational pedagogy and student-centered engagement emerged in analysis; however, critical outlier findings proved the most provocative in piquing pedagogical improvement and plans for future actions.