This paper provides practical information to help experiential educators from varying backgrounds effectively use program evaluation. Program evaluation uses specific and systematic procedures that result in findings that are useful to decision makers for achieving program goals. The purpose of any program review process must be clear, including accountability, program improvement, information dissemination, and theory generation. This paper outlines a model of evaluation that is both simple to use and easily adapted to a variety of situations and purposes. This model includes: (1) establishing terms of reference; (2) gathering data; (3) developing an interim report; (4) developing an action plan; (5) presenting a final report; (6) implementing the action plan; and (7) following up. A list of data-gathering tools is included. Three factors affecting the outcome of any review are: the purpose of the program review, who conducts the program review, and who will use the results and when. Other suggestions for conducting program reviews include anticipating roadblocks to evaluation before the review process begins, structuring a time frame for the review process, and developing terms of reference for data gathering. An example of terms of reference designed for the review of a school physical education program is provided. (LP)