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A rationale is presented for the systematic evaluation of gifted/talented education programs, citing the consequences of failure to carry out such evaluation. Historically, evaluation of gifted programs was not emphasized, as the evaluation process involved experimental designs, control groups, and parametric statistics which could only be understood by select statisticians or experimental psychologists. A new subscience has emerged which focuses not only on student outcomes but also on program delivery processes, program milieu, resource inputs, and other factors. Fourteen pitfalls to be avoided in the program evaluation process are explored. These pitfalls include failing to recognize assumptions, avoiding "hard" or "uncomfortable" issues, and assuming that qualitative evaluation will be easier than quantitative evaluation. (14 references) (JDD)