The present phenomenological case study examined the experiences of 21 faculty members at a Christian university regarding anonymous student evaluations that include destructive criticism that tear down rather than edify their professor and use unnecessarily harsh words. The study revealed that most student criticism of teaching is instructive in nature and provides valuable feedback to the professor. It focuses on teaching improvement and is characterized by the absence of finger-pointing and assignment of blame for learning shortfalls. However, a few students use the student evaluation of teaching process for destructive criticism directed toward the professor. The present study used interactive interviews to identify multiple themes associated with faculty experiences upon receipt of destructive criticism. Implications regarding the integration of faith and learning and the spiritual development of both students and faculty members are discussed. When the truth is delivered with love and the intent to edify, student evaluations will achieve their goal of improving teaching and learning while reflecting the hand of the Holy Spirit in promoting spiritual development within a learning community of respect and love. (Contains 1 table.)