This article describes an initiative to evaluate the impact of educational psychologists' (EPs') casework. Previous studies have often focussed on evaluating processes or reducing outcomes to measurable units. The authors argue that qualitative research methods can be used to illuminate EP effectiveness. They describe a real world and proportionate methodology, crucially aimed at supporting self-reflection and development. An evaluation of this initiative showed that it can demonstrate EP impact and has validity for individual and service improvement. Implications, including the need to face up to less than positive feedback, are discussed. (Contains 2 tables and 2 figures.)