Teachers of business communication, along with teachers in other disciplines, must develop ways of responding to demands for faculty evaluation. The first section of this paper considers three questions relevant to any kind of faculty evaluation: To whom should a teacher be accountable? What criteria should be the touchstones for evaluation? and, How should the results of faculty evaluation be used? The second section discusses relevant research studies, describes faculty evaluation procedures used in several business schools, and suggests three guiding principles for faculty evaluation: to state goals in terms of measurable, overt action; to be precise in language, avoiding variant interpretations; and to qualify the conditions under which a goal is to be completed. (GW)