The state-funded Quality Improvement Program Plan (QUIPP) for Special Educators provided professional development training to New York City special education teachers and paraprofessionals to improve the quality of instruction for students with mildly to moderately handicapping conditions. The program was designed to be participant-driven and district-based; it sought to increase the knowledge base and instructional competencies in self-selected and locally determined areas. The program evaluation for the 1988-89 school year, the program's second year of operation, assessed the planning and implementation processes and examined the impact on participants and their students, through interviews with several sources and review of program documents. Findings are presented in the areas of program process, participant levels, participant feedback, and program achievements. Overall, participants' opinions of QUIPP were very positive. However, time and expediency constraints restricted the level of involvement of school-based members in the process of planning and organizing the programs. Several recommendations conclude the report. (JDD)