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In this article, an evaluative process is described which identifies perceptions of teaching and learning in a Tech Prep Program and assesses the degree to which perceptions are shared. The process encourages reflection on the meaning of program purpose and potential achievement and evaluation options. Results of a case study are presented and indicate that the process successfully encouraged reflection and enhanced communication. Concepts identified as crucial to the purpose of a Tech Prep program included a 'bridge from high school to work or college', 'learning', 'knowledge', 'experiential education' and 'empowerment'. The article concludes with recommendations and implications for policy development and evaluation of Tech Prep programs.