The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10th grade English
Teaching Curriculum using Stufflebeam’s CIPP model. Furthermore, it is aimed to explore whether the
answers change based on the gender of the participants. With this aim, teachers’ who apply the program and
stuents’ who are educated based on the program views are referred. The teacher and student five-point likert
questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool.
The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English
teachers and 227 students. According to the data obtained teachers and students are not satisfied with the
context, input, process and product dimensions of the 10th grade English Curriculum. The view of students
does not have meaningful difference based on the gender. As for that when teachers’ view is examined, it is
detected that male teachers think more positively only about the dimension of Input of the Curriculum.