The preliminary results of four of six research methodologies used to evaluate a professional development curriculum in an urban school are described and reported. The paper begins with a discussion of the social systems model underlying the project, a brief summary of the transactional evaluation scheme used to direct research efforts, a description of the inservice teacher education component of the program, and then an explanation and preliminary report of the findings of each of the four methodologies. Each methodology is analyzed in terms of the data it yields, its generation of research questions, and its contribution to general and specific bodies of knowledge. The four methodologies covered in order are: (1) Quantitative and Psychometric Analysis, (2) Ethnographic Analysis, (3) Historical, and (4) Managerial Analysis. The two methodologies not reported here, but used in the project, are the Comparative Case Study approach and the Classroom Learning Environments Studies. The paper concludes with a discussion of the cost benefits of the four methodologies under consideration. Finally, the implications for assessing complex programs in other areas are presented. (Author/RC)