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Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders have an incomplete understanding of what program evaluation entails and frequently confuse it with assessment. This paper examines the current capacities and needs of program evaluation for K‐12 world language programs, including the extent to which K‐12 world language professionals in this study currently utilize evaluation, and provides information on the kinds of language program evaluation workshops and tools that could be helpful for these populations. The Challenge: Program evaluation can help language programs maximize their effectiveness, but how can that occur if those involved don't understand the purposes and implications of program evaluation? How do world language teachers and administrators understand the meaning of program evaluation? This article examines how current beliefs about the meaning of program evaluation can help increase the use of program evaluation in the future. [ABSTRACT FROM AUTHOR]