Tech Prep programs have been designed and structured to forge strong and comprehensive links between secondary and postsecondary education institutions. Programs within these institutions lead to completion of an associate degree or two-year certificate, provide technical preparation in specified fields, build student competence, and lead to placement in employment. Key concepts that were developed to address Tech Prep needs and concerns were provided for in the Carl D. Perkins Vocational and Applied Technology and Vocational Education Act of 1990. The configurations of programs and the articulation between institutions required to implement them will require evaluation to assure that Tech Prep fulfills its goals. An evaluation model is proposed that draws on the Context, Input, Process, and Product model of D. L. Stufflebeam. A national survey that yielded 35 replies provided a picture of Tech Prep in the states, a picture of considerable diversity. A pilot test focusing on interviewing Tech Prep coordinators in one state (Missouri) indicated that curriculum development is an area of particular concern. The Tech Prep concepts must be translated to programmatic forms, subject to evaluation and assessment. Multiple means of assessment will be critical to effective program evaluation. Eleven tables and one figure present analysis results. (Contains 20 references.) (SLD)