As adult and continuing education have moved closer to the mainstream of the educational system, they have been confronted with the need to assess program impact and benefits for purposes of justification and support. Imel (1976) suggests that the need for formal evaluations is influenced by these factors: age of program, funding, accountability, and administrative decisions. Evaluation in adult and continuing education should not be restricted to measuring only program or client outcomes; measures of program accessibility, continuity, and comprehensiveness are also critical. Coursey (1977) suggests that before embarking on an evaluation program the following questions should be answered: (1) what is the purpose of the evaluation?, (2) for whom is the evaluation being conducted?, (3) what is needed to be known?, (4) how much detailed information is needed?, (5) what are the consequences of the evaluation results?, and (6) when are the evaluation results needed? In the future increased federal funding to adult education will be (as it has been) accompanied with requirements for ongoing program evaluation. Another certainty will be the need for interdisciplinary approaches to program evaluation. Criteria for success of programs will have to be determined from different perspectives of different involved and/or interested people in the community and government. (YLB)