A descriptive analysis is presented on the strategy currently being utilized to evaluate the ESEA Title III Human Relations project, "Understanding Ourselves," in the Carroll County Public Schools in Maryland. Building on several theoretical postulates concerning the complex nature of school systems and concerning the organizational and environmental influences and constraints in the area of human relations, the paper focuses on some critical issues pertinent to evaluating programs in this often sensitive area. The relationship between the evaluators and their clients in such program is also examined. (Author/RC)