The purpose was to determine participant outcomes of Iowa secondary vocational homemaking programs with emphasis on consumer education. Objectives were to assess program impact on selected cases, describe former participant consumer responsibilities and practices, determine consumer outcomes resulting from participation, determine student recommendations for consumer outcomes;A stratified random sample of homemaking programs was drawn. One teacher from each program was instructed to randomly select two senior students: one with three or more semesters of homemaking from grades nine through 12 and one with no homemaking during that time but with similar socioeconomic status, grade point average, and sex;The Consumer Education Inventory (CEI) was developed to assess consumer knowledge, attitude, and intent at graduation. Usable data were obtained from 87 homemaking and 64 non-homemaking students. The Consumer Education Interview Schedule (CEIS) administered six months following graduation determined status, consumer responsibility and practice, and participant recommendations for outcomes. The CEIS was administered by telephone and on site interviews with usable data obtained from 80 homemaking and 57 non-homemaking students. The eight on site interviews were the basis for indepth case studies;Case study data indicated that programs were having an impact on students. Impact varied and appeared to be a function of the student's motivation, background, and the homemaking program itself. Major impact identified was preparation for the future;Homemaking students had had major consumer responsibilities for clothing, entertainment, and Transportation; For specific practices, students listed more considerations for clothing purchases and fewer considerations for food and loans. The majority indicated consumer decisions in consideration of the economy but 54% could not cite two examples;In determining outcomes, no differences between homemaking and nonhomemaking students were found on the knowledge component. Selected differences were found in attitude, intent, and behavior. All but one difference was in favor of the homemaking students. The most frequently reported recommendations for outcomes related to budgeting/planning and to comparison shopping;Recommendations for the evaluation of homemaking programs included the careful analysis of the applicability of the control group in determining outcomes. The necessity for the development of a holistic view and the use of qualitative research methods was also cited.