In this article, we illustrate the use of an alternative teaching method devised to help translate theoretical materials into a usable form for classroom application. Through monologue interpretation, the tenets of Guba and Lincoln's (1989) Responsive Constructivist fourth generation evaluation model were presented to a graduate level class consisting of public school classroom teachers. The materials that had previously been perceived as abstract and of little practical use became more accessible after the learning experience. The importance of this is compounded by the potential of fourth generation evaluation to provide an alternative approach to curriculum evaluation.