This paper describes the construction and use of a set of evaluative instruments to aid in the planning of in-service programs. The four instruments constructed used Stufflebeam's four evaluative strategies: context, input, process, and product. They were designed to provide rating which could be compared in regard to personnel group and local school district variables. The instruments were administered to 410 teachers and 173 administrators in Iowa school districts. Differences in administrators' and teachers' perceptions in evaluating in-service programs was a major factor in the study. Superintendents rated all four concepts higher than principals and both groups rated all four higher than teachers. Older teachers gave higher ratings than younger teachers. Other differences are noted and interpretations suggested. (LR)