This paper made reference to some experimental and quasi-experimental studies that have been conducted with special education populations using direct instruction over the last decade. Evaluation research is a relatively new area in education and particularly in special education, while the focus on individualization of instruction and warring awareness of standardized tests often create strong resistance to typical evaluation research design. As the researchers confronted the research studies and documentation activities of many direct instruction projects, it seemed as important to highlight and pinpoint roadblocks, conceptual problems, and technical difficulties encountered by the researchers and share their findings. Therefore this article is a little of both ending with some ideas for small scale evaluation of research projects that can and should be undertaken in the near future.