The premise of this article has been that needs assessments are not just technical, methodological enterprises. They are also exercises in social and political influence (“claimsmaking”), or at least attempted influence. Helping students grasp how these two sets of dynamics relate to one another is an important responsibility of, and challenge to, the evaluation instructor. Effectively meeting this challenge requires a more interdisciplinary orientation than many of us bring to the classroom, at least where the social-problems literature is concerned. I encourage instructors to explore in greater depth these dimensions of the needs assessment process.