District wide efforts have been made toward developing a comprehension plan of program evaluation for all special education classes in Albuquerque, New Mexico. The proposed evaluation plan encompasses both instructional effectiveness and administrative issues. For the 1980-81 school year, instructional evaluation was directed toward academic achievement. The Wide Range Achievement Test was administered as a pre and post measure. The scores indicate that each Special Education subgroup demonstrated more than average gains in performance. To evaluate administrative issues, teachers were asked to respond to two questionnaires. The results indicated that special education teachers enjoy teaching and feel that, in most situations, the Albuquerque Public Schools administrative system is trying to support them in the activity. They did, however, identify some areas in need of improvement which should receive administrative attention. Regular education and special education personnel seem to be working well together in most cases. Where the relationship is not totally harmonious and productive, the critical variable appears to be individual personalities and biases, rather than district policy or procedures. (Author/PN)