The authors contend that one weakness common to many delinquency intervention and prevention programs is that they are so tied to a unique set of place- and time-bound elements that they do not translate well to other places and times. In their view, a thorough evaluation of the GREAT program is possible only if linkages can be clarified between the program and self-control theory and social learning theory, two theoretical positions with the potential to provide insights into gang membership and gang-related criminal activities. They demonstrate that both the pedagogy of the in-class curriculum and the extracurricular information employ the conceptual bases of both theories and integration of the concepts provides a more complete understanding of misbehavior proneness, with the presentment of a criminogenic opportunity, and individual misbehavior. They hope that by including theoretical constructs in the evaluation, they will be able to assess why the GREAT program failed or succeeded. Notes, references