Issues in the ongoing evaluation of an innovative curriculum in an academic setting are discussed. The program provides instruction in computer literacy to a physically challenged clientele and to professionals from local service agencies who have disabilities. Data have been collected through survey questionnaires principally composed of Likert items and direct or telephone interviews. Both interviews deal with: (1) likes and dislikes of participants; (2) desired changes; (3) perception of effects on individual improvement; and (4) demographics/client background data. The foremost problem has been that of unintentional alienation of subjects due to semantics in talking about disabilities. Face-to-face interviews with visually impaired subjects brought different problems in terms of potential bias. Confidentiality is a problem transcending all types of evaluation instrumentation. Another important issue has been the utilization of the evaluation's findings. The evaluation of the first year was summative; it served as the basis for formative changes for subsequent years. Strategies for the successful conduct of this summative evaluation with formative purposes must take the acknowledged problems into account. Evaluating a program for special needs groups may require special preparation and sensitivity. (SLD)