This article explores whether and to what extent a doctoral program in Instructional Technology in the College of Education at a public Midwestern university reflects technology integration curricular framework principles, including those about the nature of the Net Generation learners and their learning process. This evaluation model is grounded on the constructivist and social knowledge construction theoretical framework. By outlining a systematic approach and procedures for conducting this evaluation, the researchers provide the ground work for similar evaluations at other institutions. This framework could be used by potential students to determine whether specific academic programs provided by different academic institutions are well suited to their learning needs as digital natives.