There has been much literature on the effectiveness of program evaluation. Many feel evaluation has lost its justification; others are more optimistic and feel evaluation can make a difference if the use levels are viewed realistically. Administrators must not regard program evaluation as merely complying with various agency requirements or representing a one-to-one matching between input and output where instrumentality is obvious. Because the evaluator's credibility and positive relationship with his client are critical to the use of evaluative information, Meltsner (1976) developed a specific model for conceptualizing the evaluator's role. The purpose of this study was to employ Meltsner's model to explore administrators' and evaluators' perceptions of evaluation. Eighteen evaluators and 13 administrators from a large urban school system responded to 43 items which were grouped into clusters through factor analysis. Findings indicated the mental paradigms of evaluators and administrators were very different. More research is needed in other settings to validate findings of this study. To facilitate evaluation use, exploration of interpersonal factors is recommended. (HFG)