Situational studies comprised one part of a multiperspective approach to evaluation of the social studies curriculum in British Columbia, Canada. Situational studies were defined as settings in which daily interactions occurred among the subjects, and were based on two suppositions; that the interaction of students and educators created social studies programs, and that individuals brought to their situations experiences and motives which influenced their views of school programs. Five settings were chosen, based on the following criteria: a cross section of elementary and secondary schools; a good mix of teachers and administrators; and pupils drawn from grades 4, 8, and 12. Evaluation methods included interviews, observation, school visitation, and mail or telephone follow-up. Implications of using situational studies include: the complementary aspect to factual testing; the appreciation of subjective impressions; and the introduction of sociological and anthropological methodologies to curriculum evaluation. (MH)