The Berkeley Experimental Schools Project (BESP) consolidated the existing elementary and secondary educational alternatives with promising new programs in the Berkeley Unified School District of California. The program goals involve the elimination of racism, acquisition of basic skills, affirmation of cultural pluralism, and shared decision making. The internal evaluation team provided information to the program director for decision making and dissemination to parents, faculty, staff, and students. The external evaluation team was responsible to the National Institute of Education (NIE), and assessed the impact of BESP on the district as a whole. This paper highlights what has been learned about internal evaluation functioning as a result of BESP. Two general aspects are discussed: (1) the administrative or organizational concerns of an evaluation unit--staffing requirements and location of the evaluation component in relation to the district structure, and (2) evaluation strategies for assessing educational alternatives--selecting the appropriate methodology and determining the successful outcomes. (Author/MV)