The University of Missouri (MU) participated in the Ford Foundation's Difficult Dialogues Initiative (DDI) supporting faculty development projects at over 40 institutions of higher education from 2006-2010. This paper reports findings from an evaluation conducted with instructors who not only engaged in faculty development workshops but also implemented what they learned in their classrooms. Evaluators visited those classrooms to observe and survey students. The findings show that several classroom lessons came close to the DDI team's intentions, and we profile four of those. Other results varied. In the conclusion we pose possible explanations for this variation that warrant further study. (Contains 2 tables.)