To examine the impact of program evaluation information upon decision making, case studies were conducted of five different programs: (1) a diagnostic teaching kindergarten program (K-LEAD), funded under the Elementary Secondary Education Act (ESEA) Title I; (2) Project MORE, an ESEA Title IV-C funded junior high school program dealing with school failure, discipline, and truancy; (3) an individually guided education program designed to improve achievement and morale; (4) a career education program--orientation toward the world of work--a Title IV-C project involving an entire high school; and (5) an innovative bilingual education program using the language experience approach at the elementary school level. Interviews were conducted with key staff who were involved in each of these program evaluations. The results indicated that the evaluation data tended to have influence, but not absolute impact, upon the decisions made by local program staff. Since program directors were typically the key decision-making audience for the evaluations, their relationships with the evaluators were very important. It was suggested that evaluators should provide information that is useful to program directors, in order to encourage utlization of the evaluation results. (GDC)