Implementation of program evaluation recommendations should persuade people that the rewards of an evaluation outweigh the reasons for resistance. A study was undertaken with the following purposes: identify facilitators and barriers to the implementation of program evaluation; determine the proportion of recommendations made in each of the nine major areas of the evaluation used for Wisconsin two-year technical college programs; and identify which areas had recommendations implemented most and least frequently. Nine evaluation areas were studied: general issues; curriculum content; instruction; faculty; counseling and support services; student organizations; advisory committee; facilities, equipment, and resources; and other. Study population consisted of 16 district directors, instructional services deans, curriculum coordinators, department deans, and instructors from 4 Wisconsin technical colleges. The program selected for study was the Associate Degree in Marketing. Program evaluation documents and interviews were used to obtain data. Implementation of recommendations was found to occur in three stages: orientation, initiation, and integration. Several implications were outlined: (1) a model should identify the stages of implementation; (2) educators need to realize that recommendations identified at the early stages are moving toward implementation; and (3) there are facilitators and barriers that affect implementation. (12 references) (NLA)