This paper provides: (1) a statement regarding the political context for energy conservation education programs; (2) a brief description of the types of program efforts reflected in the literature; (3) an overview of the purposes and approaches to energy conservation education program evaluation reflected in available literature; and (4) a discussion of evaluation design challenges that face energy conservation program evaluators. Program efforts discussed include: classroom curriculum units for schools; conferences for planners and public officials; workshops for homeowners and others; energy fairs and exhibits; mass media, interorganization networks, and consulting (including energy audits). Evaluation design challenges considered include multiple sponsorship, assumptions about conservation motivation, energy use measurement, social desirability bias, and interpretation of findings; each of these areas is described along with approaches used to make findings/interpretations useful for program decision-making. It is indicated that the effectiveness and feasibility of programs described depends on the quality of program evaluations performed and that the design challenges considered need to be addressed with care. (Author/JN)