This article examines students’ perceptions of the dialogue-oriented evaluation method Teaching Analysis Poll (TAP) at three universities. Based on 269 responses, the findings show that TAP is a positive experience for the majority of students. They feel heard, are able to initiate concrete changes, and experience a sense of participation. TAP can also foster positive relationships among students and between students and instructors. The results are discussed in terms of basic motivational needs, participation, democratic education, and trusting teaching-learning relationships. TAP functions not only as a feedback tool but also opens up space for reflective negotiations in which students can question perspectives, expectations, and routines.