Certain challenges are inherent in collecting data to evaluate nonformal education programs and settings. One challenge relates to the complexity of the educational system in which nonformal learning takes place. Separating the learning effects of a nonformal education program on participants from the effects of other essential elements of their daily learning process may be a daunting task. Other challenges are associated with the drop-in nature of nonformal education, the range of variables that can define program quality, the multiple goals associated with these programs, and the fact that participants may involve themselves in several programs targeting the same learning need. In this article, the authors expand on these challenges to data collection in evaluating nonformal education programs. The authors also suggest creative methods for addressing these challenges. (Contains 1 table.)