In an attempt to develop a theoretical framework with which to evaluate a Comprehensive Experience-Based Career Education (EBCE) Project, the assumptions underlying this model of career education are discussed. The curriculum and learning strategies of the EBCE programs are described, and it is demonstrated how John Dewey's philosophy can serve as a model in helping to understand the full implications of such a program. Special interest is given to the implications for the evaluation of experience-based programs, and the problems and challenges encountered are given attention. The primary goal of the EBCE projects is to integrate a student's knowledge of a variety of careers with the acquisition of cognitive, interpersonal, and affective skills through a series of planned experiences with identified learning outcomes. The benefits of an experience-based system are noted, but also described are many of the difficulties inherent in it, especially for evaluation. It is concluded that evaluation must bend to accommodate the experience-based educational system. (Author/RC)