AFTER POINTING OUT THAT MOST TRAINING PROGRAMS IN EVALUATION RELY ON LECTURES AND ABSTRACT DISCUSSION, THIS PILOT PROGRAM TO DEVELOP TRAINING SIMULATIONS IS DESCRIBED IN DETAIL. THE SIMULATION TECHNIQUE PROVIDES AN OPPORTUNITY FOR A STUDENT TO BECOME ACTIVELY INVOLVED IN SOLVING THE PROBLEMS POSED BY EVALUATION, GIVES GREATER UNDERSTANDING, AND ALSO TEACHES HUMAN RELATIONS SKILLS. THIS SIMULATION USED A HYPOTHETICAL NEW COMMUNITY MENTAL HEALTH SERVICE, THE ONLY OUTPATIENT MENTAL HEALTH SERVICE FOR A CITY OF 50,000. A TABLE PRESENTS THE PLANNING AND EVALUATION SKILLS COVERED BY THE CASE STUDY. THE SIMULATION WAS THEN USED IN A SERIES OF 5-DAY WORKSHOPS FOR GRADUATE STUDENTS, CLINICIANS, AND ADMINISTRATORS. THE WORKSHOPS COVERED DEVELOPING AN EVALUATION PROPOSAL, SETTING EVALUATION GOALS, DEVELOPING A NEED ASSESSMENT PROPOSAL, DEVELOPING AN INFORMATION SYSTEM, AND OUTCOME EVALUATION. THE LAST DAY THE GROUPS PRESENTED THEIR PROPOSALS TO RECOGNIZED EVALUATION EXPERTS. THE TECHNIQUE PROVED EXTREMELY SUCCESSFUL FOR CLINICIANS AND ADMINISTRATORS. GRADUATE STUDENTS OFTEN FAILED TO GRASP THE PRACTICAL LIMITATIONS INHERENT IN PROGRAM EVALUATIONS. IT IS SUGGESTED THAT SPECIAL SIMULATIONS BE DESIGNED TO ACQUAINT GRADUATE STUDENTS WITH 'REAL WORLD' PROBLEMS. THE COURSE IS DESCRIBED IN DETAIL. TABLES OUTLINE POINTS COVERED BY THE CURRICULUM. RECOMMENDATIONS FOR IMPROVEMENTS ARE MADE. REFERENCES ARE APPENDED.