This evaluation report of preschool programs for the hearing impaired reviews the field in terms of two basic educational philosophies: (1) home centered socialization and (2) child-centered, cognitive-academic approaches. Related research literature is reviewed, although it is stressed that dissapointingly little comparative data could be found. Special difficulties in evaluating hearing-impaired programs are discussed, and an interactional approach is proposed. Based on Cronbach's Characteristic by Treatment Interaction Model, this kind of evaluation emphasizes individual differences rather than group effects. As an alternative to experimental-control design, many diverse programs should be evaluated to see what kinds of children do best in different kinds of programs. Evaluation must be done by objective professionals from outside a program. To insure objectivity a group of evaluators should represent various viewpoints in education. Plans for the 5-year program. including the development of new testing and assessment techniques, are presented. (DP)