<![CDATA[This study evaluated the Teaching Factory program in three Vocational Centers of Excellence in Binjai City, Indonesia, using the Context, Input, Process, and Product (CIPP) model. A sequential explanatory mixed-methods design combined questionnaire data from the total population of 9 teachers and 128 students, selected through purposive sampling, with interviews, observation, and documentation. Achievement scores were positive for both groups on Context (teachers 82.4%, students 84.6%), Process (83.2%, 77.4%), and Product (81.1%, 79.9%). The clearest divergence emerged on Input: teachers rated resource readiness positively (83.3%), while students rated it the weakest component (69.0%), indicating a gap between policy-level resourcing and field-level experience, particularly in equipment standardization and facility capacity. Qualitative findings converged with this pattern, confirming all three schools remained at an early, competency-fulfilment stage rather than a market-oriented production stage. The program is feasible to continue, provided industrial partnership, input governance, and facility investment are strengthened.]]>
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