An attempt was made to develop and demonstrate the use of a clearly specified procedure for identifying specific causes of system failures as these are encountered in the in-classroom tryout of new lesson materials and their associated classroom management activities. Evaluation models were reviewed as well as the literature on curriculum evaluation procedures and designs. The study was conducted in two fourth grade classes using the Individually Prescribed Instruction mathematics curriculum. A specific evaluation technique was designed based on a quasi-experimental design for establishing cause and effect relationships. The four steps used in applying the model were defining the goals, plan, operation, and assessment. The results indicate that the procedures developed for this study were successful in (1) monitoring the total classroom environment by identifying those variables that interfere with learning, and (2) attempting to define and apply strong inference procedures for evaluating instructional materials. (JS)