QUALITATIVE EVALUATIONS OF INNOVATIVE PROJECTS ARE SUPPOSED TO PROVIDE A SUFFICIENTLY COMPREHENSIVE AMOUNT OF OUTCOME AND HOW-TO INFORMATION THAT CAN BE USED BY OTHERS INTERESTED IN STARTING SIMILAR PROJECTS. HOWEVER, EVIDENCE HAS SHOWN THAT SEVERAL FACTORS IMPINGE ON THE USEFULNESS OF SUCH CASE STUDIES. CASE STUDIES ARE USED DIFFERENTLY BY PEOPLE WITH THE RESPONSIBILITY FOR RECOMMENDING NEW METHODS AND THOSE WITH THE RESPONSIBILITY FOR WORKING UNDER NEW SYSTEMS. THE USEFULNESS OF CASE STUDIES IS LIMITED BY THE FACT THAT MANY PEOPLE DO NOT HAVE THE TIME TO READ THESE LENGTHLY AND COMPLEX STUDIES. THE VALUES AND THEORETICAL ORIENTATIONS OF READERS, ALONG WITH THEIR JOB SKILLS AND STYLES AND THEIR ABILITY TO APPLY THE EXPERIENCES OF OTHERS TO THEIR OWN SITUATION AFFECT THE USEFULNESS OF THE STUDIES. IN ORDER TO INCREASE THE STUDIES' EFFECTIVENESS, THE PEOPLE WHO PREPARE THEM SHOULD BE PREPARED TO RESPOND TO SPECIFIC CONCERNS, AND THEY SHOULD INSURE THAT PERSONS WHO CAN MOST BENEFIT FROM THE STUDY RECEIVE THEM. EFFORTS MUST BE MADE TO PRESENT THESE COMPLEX AND LENGTHY PROGRAM EVALUATIONS IN EXTRACTED AND CONDENSED VERSIONS TO ENCOURAGE INTERESTED PARTIES TO INTRODUCE SIMILAR INNOVATIVE PROGRAMS WITHIN THEIR ORGANIZATIONS. ENDNOTES AND REFERENCES ARE INCLUDED. (KCP)