The purpose of this study is to understand how a developing country Higher Education Institution migrated its paper-based lecturer evaluation to an online one. Information systems research on lecturer evaluations has focussed more on the paper-based evaluations as well as the cost, benefits and factors that contribute to the evaluation process. Less attention has been paid to how online evaluation evolves from paper-based evaluations. To address this research gap, this study employs activity theory and an interpretive case study methodology to investigate how an online lecturer evaluation evolved. The findings show a contradiction within and between students, evaluations guidelines and tools of the lecturer evaluation activity system and how this was used as a source of development and how changes in the elements of the activity systems over time affected the evolution.