This paper presents a discussion of issues raised in the evaluation of Project Follow Through reported by Abt Associates. The paper suggests that many of the problems inherent in the design of both the program and the evaluation stem from the underlying assumption that one educational model could be found which would best alleviate the educational problems of the poor. The paper suggests that even when the original evaluation design was modified, substantial problems remained. The major issues and problems discussed in the paper include: (1) the belief in the existence of a best program; (2) the problem of relying on test scores; (3) the issue of program staff knowing the content of evaluation instruments and teaching to the test; (4) problems involved in designing or choosing valid instruments; (5) the existence of large intersite variations within the same models; (6) problems involved in implementing a particular model in varying sites; (7) statistical problems, particularly in the use of the analysis of covariance and the use of individual rather than class scores in the present evaluation; (8) problems involved in large scale experiments; (9) the fairness of the evaluation in terms of original intentions and later changes; (10) press coverage which tended to distort evaluation results, especially the invalid assumption that the basic skills programs were the most effective; and, (11) general questions of government policies which shaped the evaluation procedures and led to many of the subsequent problems. (BD)