Assessment and evaluation skills are significant goals of clinical training, yet many clinical and counseling students lack personal experiences with applied program evaluation. Clinical psychology graduate students responded to successive impending accreditation visits by conducting in-house evaluations. Students in 1977 (N=38) and 1980 (N=35) completed questionnaires which surveyed forced-choice items on preferred work setting, percentage of professional time spent in various activities, age group and level of intervention preferred for clinical clientele, and evaluations of training. The first evaluation prompted curriculum topic additions also endorsed by site visitors, e.g., neuropsychological assessment, community mental health, consultation/supervision, professional ethics, sex therapy, private practice, and self-regulation. The second evaluation ratified these curriculum changes and identified emerging student trends. Students in 1977 appeared biased toward traditional clinical psychology; students in 1980 moved away from traditional practice orientation toward marital and family therapy. Rated commitment to research and perceived attractiveness of academic careers declined between 1977 and 1980, and interest increased in the areas of private practice, consultation, and intervention at the systems-institutional level. Minorities, physically disabled, and poverty patients continued to receive minimal interest from students. The findings suggest that repeated program evaluations at regular accreditation intervals can provide relevant "hands on" experiences in a pragmatic situation. (Author/NRB)