A set of procedures for evaluating language planning and policy is proposed. The method, developed to assess language policy implementation in Morocco since independence in 1956, is suggested as a diagnostic device to assist specialists in evaluating previously implemented plans and those in progress. It isolates the linguistic and extralinguistic factors that are potential impediments to successful language planning policy implementation. These include demographic factors (nature and degree of linguistic diversity within the speech community, extent of language competence, and population dynamics); psychological factors (language attitudes and loyalties, cultural attitudes and loyalties, and motivational attitudes); sociocultural factors (the value of language as an ethnocultural symbol, the nature of societal cohesion in the community, and the desire for linguistic or cultural maintenance or assimilation); pedagogical factors (the functional adequacy of the code as a medium of instruction, functional adequacy of staffing and support materials, degree of student and teacher competence in the medium of instruction, and consistency of educational planning goals); and politico-economic factors (the makeup of the political and economic power structure, ideological commitment of the central government to implementing the plan, fiscal constraints and the economic viability of the plan, and conflict between national development and traditional values). An expanded model of language planning evaluation could help transform the existing body of planning theory into a more exact, less anecdotal area of linguistic inquiry. (MSE)