A basic goal of the evaluation program described here was the congruence of the evaluation instruments with the course objectives. Following a brief review of MACOS--its assumptions, view of man and learning, and its structural and conceptual components--the specific evaluation instruments are described. Such variables as classroom environment, student involvement and participation, success of various materials and media, concept and information acquisition were studied through interviews with students and teachers, classroom environment checklists, and tests. Questions such as the following helped to organize the data collected: 1) Does MACOS help students learn to understand themselves and others in ways not accessible to them before, and are they able to use this new knowledge in and out of the classroom? 2) Do students gain a more accurate knowledge of specific topics? 3) Do teachers' styles change in teaching these materials? and 4) How do socio-economic and ability variables affect the teaching and learning of this material? Consideration is also given to the process of teacher education for MACOS. Transcripts of many student interviews and interpretations help elucidate the particular successes of MACOS, such as the material and media, and problem areas, like conceptual mastery. (JLB)