The purpose of this study was to evaluate the 1:1 laptop programs in two New Hampshire K-8 schools and to develop a more manageable evaluation model for school administrators. Using Stufflebeam's (1971) Context, Input, Process and Product (CIPP) model, this evaluation posed and answered key questions that addressed professional development, technology integration, and student engagement as related to the 1:1 programs in both schools. Data were collected from interviews, surveys, observations, focus groups, and field notes. The evaluation revealed that the programs were instituted successfully. However, it became clear that teachers needed significant support and initiative to redesign tasks to infuse technology and transform learning into experiences that encompass creative thinking, collaboration, and problem solving. The process of using the full CIPP evaluation model revealed that this method is too time consuming and labor intensive for a school principal. Using the CIPP model as a base, a new model, the Essential Embedded Evaluation Model (EEEM), was developed.