The paper is addressed to the problem of how to accomplish evaluation of Pupil Personnel Services (PPS) and its product, i.e. youth. It distinguishes between direct and indirect evaluation of the product and the process. Aspects of PPS which make evaluation difficult, but not impossible are noted: (1) the provision of PPS is partially an art and its specification can only be approached; (2) the product is a dynamic developing person and control and observation are properly limited; and (3) goals are difficult to operationalize. An evaluation paradigm which can be followed by PPS professionals is described and applied, by way of illustration, to a dropout prevention program. (TL)