This study was conducted to review evaluation studies of high school experiential learning programs to determine the nature of their findings and the essential elements that produce effective learning experiences in the community, and to assess the approaches used in these evaluations. Literature reviewed for the study centered on (1) work experience and training programs, (2) career or vocational programs, and (3) vocational/noncareer experiential programs such as service learning programs. Findings from the review of the literature indicate that the majority of evaluations appear to be poorly conceptualized and fail to build on previous evaluations of similiar programs. Based on these findings, a new framework for future evaluations was developed that includes three critical aspects: predesign investigations, designing the evaluation, and implementing and reporting the evaluation. (Nine policy recommendations that emerged in the process of assessing evaluations of experiential learning projects are included.) (LRA)