The methodological difficulty of evaluating alternative programs in specific, measurable terms is described. Based on an alternative program at Talawanda High School in Oxford, Ohio, the writer attempted to develop a model for evaluating an alternative program. The following evaluation procedures were selected: (1) attendance and grades prior to and during the two semesters of the project year; (2) two sets of pretest and posttest questionnaires administered to 25 students in the primary population and parents; (3) four sets of open-ended questionnaires filled out by students, parents, community agencies, and teacher advisors at the end of the project year; (4) nine-week anecdotal reports by the students; and (5) spot-check interviews with students, parents, community agencies, and teacher advisors throughout the project. (Author/MLF)