This paper presents a model for qualitative and quantitative evaluation research that has been used in a preliminary way in evaluating a teacher education program. The model is based on three underlying constructs which are hierarchical in nature: (1) the assumption that the question of interest always must dictate the structure of the research design; (2) accessibility of data; and (3) that data are operationally defined as qualitative or quantitative according to their use. Graduates of teacher education programs in 1980 through 1983 responded to two open-ended questions regarding the most important topic to be added to the teacher education program and the most important topic to be deleted from the program. Quantitative and qualitative analyses revealed: (1) where first-year teachers felt ill-equipped; (2) where the teachers reported themselves to be well prepared and satisfied; (3) how these findings relate to new standards on teacher certification; (4) implications for what college students and new teachers expect teaching to be like; and (5) methodological implications for using qualitative and quantitative methods to enhance a study. (CB)