In this case study, the ways in which evaluation, the decision maker, and the change process influenced the use or non-use of federally mandated evaluations of vocational and technical programs were studied for Maryland since 1979. A Discrepancy Analysis was used to determine whether the intended benefits from evaluation implementation and utilization took place between 1983 and 1987. State and local evaluation reports and multi-year plans, action plans developed to record planned change by local education agencies, state education agencies' action plan monitoring reports, and Evaluation Task Force materials were used as sources of information for the study. The use of Maryland's vocational evaluations was influenced by: (1) user involvement; (2) consistency of findings with beliefs and expectations; (3) appropriateness of evaluation assessment, methodology, and intensity; (4) relevance of data to the user; (5) lack of conflicting information; and (6) significance of decisions to users. User commitment was the most important influence in evaluation and evaluation utilization. Four appendices containing evaluation specifications and other related material are included. A revised reference list concludes this document. (SLD)