The number of ubiquitous computing initiatives at the K-12 and higher education level has been increasing, as has the cost to develop and maintain these programs. The reasons that institutions implement ubiquitous computing programs are to: improve student learning, meet employer needs, change the way that classes are taught, be innovative and more competitive, improve efficiency, and address the problem of the digital divide. However, the evidence that laptop computers have had a positive impact on these outcomes is mixed and inconclusive. These mixed results are due to differences in rigor and focus of previous research, as well as to differences in the ubiquitous computing environments. The purpose of this study is to construct a conceptual framework to evaluate a ubiquitous computing initiative at a midsize university. This qualitative study utilized data and information from the research literature, existing documentation, interviews with faculty and administrators, and a group interview with faculty and administrators to develop a conceptual framework for evaluating ubiquitous computing programs. Results indicate that there are five necessary components of this conceptual framework for evaluating ubiquitous computing programs. Two of these components, use of mixed methods and inclusion of both process and outcome measures, are largely supported by the existing ubiquitous computing literature. The remaining three components, common understanding of program goals and values, institution-wide communication and input, faculty and administrative involvement in the program and the evaluation of the program, are not supported by the existing ubiquitous computing literature. Implications for research and practice are also discussed. (Authors' abstract)