<![CDATA[Conventional evaluations of TOEFL preparation frequently emphasize end scores or participant satisfaction, which can obscure whether institutional resources, instruction, assessment, and intended longer-term benefits form a coherent program pathway. This study evaluated the coherence and participant-progress evidence of a TOEFL preparation course at Lembaga Pengembangan Pendidikan Nusa Tenggara Barat (LPPNTB) through a logic model. A qualitative case study supplemented by descriptive quantitative data integrated stakeholder interviews, classroom observation, institutional documents, try-out score records, and alumni datasets from 2021, 2022, and 2024. Qualitative evidence was coded deductively by the logic-model categories and inductively for implementation issues; descriptive numerical evidence was embedded to corroborate or complicate the qualitative interpretation. The findings indicate a generally coherent relationship among institutional support, trainer preparation, integrated reading-structure-listening instruction, guided practice, feedback, mock tests, and the intended goal of TOEFL readiness. Among 35 participants with complete Try-Out 1 and Try-Out 3 records, the mean changed descriptively from 426.00 to 474.11, and 32 participants recorded higher later scores. This pattern does not establish causation and must be considered alongside the available pretest-to-final means, which changed from 479.79 to 476.29. Alumni records suggested perceived usefulness for scholarships, English development, and career purposes, but were retrospective and self-reported. The course therefore demonstrated coherent program logic and promising, non-causal evidence of readiness. Priority improvements include diagnostic placement, differentiated digital assignments, intensive listening support, standardized assessment documentation, and longitudinal alumni tracking.]]>
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