Description: The need for evaluation is widely acknowledged inside the field of education (e.g. PISA and TIMSS) at a national and international level. In this context, there is a real need to deepen our understanding of the contribution that evaluation can bring to the field to improve the quality of work, products, services, etc. But this can only work with high-quality evaluations. Therefore, this paper looks at the very basics when doing evaluation projects and asks one question which appears to be very simple: "What does a successful evaluation project need?" There is much literature around which focus on this question. You can find "how-to books", a nearly uncountable number of evaluation theories and models, and the discussion about evaluation standards deals with this problem, too. When reading such texts one can learn a lot about how to manage an evaluation project. Among others one topic seems to be very important in most texts: The importance to consider the needs of groups which are differently involved in an evaluation project. But it is interesting to see that these different experiences, views and thoughts of different groups are nearly not present in empirically focused research. But knowing if needs of different groups differ from each other might be very important for practical evaluation work. Methodology: To work on this deficit, evaluation experts in different fields and domains with different stakeholder experiences have been asked questions about a successful evaluation project in a first study to identify conditions of successful evaluation projects. All mentioned conditions have been judged again in a second world-wide, mainly online-study in the view of importance and current evaluation practice (delphi-method, N2 = 442 from 46 different countries). Conclusions: This papers presents the results by contrasting the perspectives of different stakeholder groups (mainly evaluators and clients, but also result-users, consultants, …) which are involved during an evaluation project in the field of education and in other fields. Findings show that there are several conditions for successful evaluation projects which are valid for all stakeholder groups in nearly every kind of evaluation project. Furthermore, clients and evaluators seem to have a quite similar view about the needs of a successful evaluation project. Findings also show that several conditions are named as important, but practical evaluation work still does not put them into action. Conclusions for improving practical and theoretical evaluation work will be taken.