Evaluating the professional context of a university program remains a phenomenon seldom covered by the literature on education. Nevertheless, it remains that, in Quebec, the social relevance of university programs is part of the evaluation criteria (CREPUQ, 2004). What about academic continuing education units that offer vocational training to non-traditional students? What is the role of the program evaluation advisor within these units? The scientific approach that served as a foundation for developing a template to assess program environments is justified (Rossi, Lipsey, & Freeman, 2003; Nadeau, 1988; Jorro, 2009; Scriven, 199; Newcomer, Hatry, & Wholey, 2015). This tool aims at supporting decision-making (Dubois & Marceau, 2005) and at assuring the continuous improvement of programs through formative evaluations (Scriven, 1996; Rossi et al., 2003; Newcomer et al., 2015). We will also mention the evaluation criteria used to measure the gap between the training provided and the expectations of the environments (knowledge, know-how, interpersonal skills, ability to adapt and professional standards).