The purpose of this report was to explore one way in which quantitative and qualitative paradigms in program evaluation can be employed to reinforce each other. An evaluation was conducted of a large number of special education programs for preschoolers with handicaps in Louisiana. Since 1978, Louisiana has funded programs in 65 public school systems and 24 specialized day school programs serving over 5,000 children. Early identification and intervention is encouraged, as well as a network to disseminate information to teachers and parents. Programs were provided at a school or center, in the home, or both. The evaluation studied the quality and efficiency of Louisiana's programs funded by the Education of the Handicapped Act, focusing on educational models, success factors, program outcomes, and policy considerations. Four phases were used: (1) prefatory naturalistic study, designed to provide the foundation for a design matrix, one axis of which identified the data to be collected and the second of which identified probable data sources; (2) first wave case studies--questionnaire and interview development; (3) second wave case studies--pretesting of instruments and qualitative data collection; and (4) third wave case studies--use of instruments, interviews, and observations at 55 sites. The Early Childhood Environment Rating Scale was used for the observations. Although analyses of the data were not yet completed, it was concluded that client participation was very valuable and increased evaluation use. A two-page reference list concludes the document. (GDC)