Following a discussion of a number of objective methods of program evaluation, the author recommends a more subjective or existential model. Described briefly are the behavioral objectives model, the goal-free model, the systems analysis model, the decision-making model, the accreditation and adversary models, and the transactional model. The author advocates transcending the classical scientific world view that is the basis for all these models to a more modern relativistic view. She suggests that programs should not be merely evaluated objectively by outsiders but should be "appreciated" from the point of view of participants. To accomplish such an evaluation she suggests first making as complete a record of the program on videotape as possible. The evaluator then is to play back the videotape to participants and ask them questions concerning their feelings about the program at certain moments. It is maintained that such a method of evaluation will help to explain why the program produced certain outcomes. Finally, the author contends that it is in this understanding of the existential experience of both teachers and learners that the improvement of the teaching and learning process lies. (Author/JM)