The impact which program evaluation and subsequent short-term in-service education efforts had upon the curricular programs of two distinctly different school settings was assessed. In addition, the appropriateness of the Kunkel-McElhinney model of curriculum evaluation, as perceived by professional school personnel, was examined and assessed. The study data were collected from written reports, structured interviews, and questionnaires. The evaluation process utilized by George Peabody College for Teachers requires that identification and presentation of findings, implications, and recommendations be conducted on a team basis. The acceptance or rejection of data, a finding, an implication, or a recommendation is the prerogative of the professional personnel whose program is being evaluated. In-service education based on program evaluation requires the involvement and commitment on the part of the professional school personnel. Data are presented on the program evaluation of two schools: Lipscomb Elementary School, Williamson County, Tennessee, and Highland Heights Junior High School, Nashville, Tennessee. As a result of the evaluations, it was concluded that: (1) the Kunkel-McElhinney model is an effective instrument for collecting data and accurately describing the teaching-learning situation of a given school; a majority of the teachers found it appropriate and of good quality; (2) program evaluation can lend both structure and meaning to an ensuing in-service education program based on its findings and recommendations; and (3) participation in a program evaluation enhances the possibility of teacher involvement in and commitment to desirable curricular change. (DB)