This paper reports on findings from a major New Zealand research project around staff perceptions of student evaluations of teaching. The main focus of this discussion is the insights that the research afforded into staff engagement with and use of student evaluations to inform their teaching practice and to improve student learning. The research data indicates that there is a gap between academics’ relatively positive views of evaluation and their actual engagement with the process. A high percentage of academics, particularly at NZ universities, do not report engagement in dialogue or professional development activities around student evaluation. The use of evaluations in teaching tends to be individual, often isolated and unsystematic. This paper recommends some ideas for moving forward and argues for a cultural change that endorses, supports and rewards the systematic integration of student evaluations into teaching practice.