Professionals working with adolescents who have been sexually abused are under ever increasing pressure to engage in evidence-based practice (EBP), or treatments that have demonstrated proof of their efficacy. While the quest for EBP is certainly praiseworthy, it has been an elusive concept for many professionals. Further, development of evidence-based treatment curricula has prompted questions as to their best usage, in light of actual practice and at the level of each individual client. When one examines the data on groups of clients, the evidence for such curricula can be impressive; however, questions remain about specific applications and the human frailties of those administering and providing these treatment curricula. The Rashomon dilemma adds to these questions the effect and impact of differing interpretations shaped by the legitimate, but often different, perspectives held by different stakeholders in any given case.