Research demonstrates a similar set of features in Black women faculty's teaching that are theorized to increase student learning yet also reveals negative colleague and student reactions to that teaching. Given this context, this article asks if standard university student course evaluation forms are a good practice for examining their teaching. This exploratory case study conducts a comparative analysis of the same students' responses to two different versions of course evaluation forms about a Black woman professor at a predominantly White institution (PWI). The qualitative analyses focus on student comments and its findings reveal that the different form's data present different pictures of student learning and teaching effectiveness--even though they were completed by the same students.