The traditional evaluation model used in accrediting professional‐education programs is discussed and the field of psychology is used as an example. The evaluation model followed in the recently implemented accreditation mechanism for rehabilitation‐counselor education (RCE) programs is also discussed. The evaluation model makes some significant departures from the traditional model. A survey‐research approach is used to substitute in part for the traditional site visit, and more comprehensive program‐evaluation data, going beyond the traditional reliance on faculty and students, are collected. Further, data on the competence of graduates are employed in the evaluation process. Possible implications of the RCE model are discussed as they relate to the currently evolving accreditation procedure for counselor‐education programs, as well as the accreditation procedures in other pr