Many issues were raised in the course of developing a process for evaluating the computer-supported instructional system in mathematics implemented in the Montgomery County (Maryland) Public Schools. This document discusses a representative selection of these issues, addressing individually each of the three major components of the instructional system. Issues confronted in evaluating the curriculum component included (1) the effects of the system on individualization of instruction, academically engaged time, achievement test scores, and scores on locally developed criterion-referenced tests; (2) the organization and presentation of the curriculum; (3) the nature of the resources required to support the system; and (4) the impact on subsequent learning by students who completed the program. Evaluation of the assessment component involved determining the technical adequacy of assessment instruments, the efficiency with which feedback was provided to teachers and students, and the cost effectiveness of the assessment system. Issues considered in evaluating the reporting component included determining who used the information provided, whether the data were more timely and of higher quality than that available under other systems, and whether the capabilities of the reporting system were being fully exploited. (Author/PGD)