The aim of this study is to examine the 6th-grade mathematics curriculum based on teachers’ opinions within the framework of the Metfessel-Michael evaluation model. In the study, a semi-structured interview form, developed by the researchers and one of the qualitative data collection techniques, was used. To obtain the necessary data for the research, interviews were conducted on a voluntary basis with 24 mathematics teachers working in public schools, whose professional experience ranged between 1 and 25 years. During the interviews, open-ended questions were asked to teachers regarding the transferability of the curriculum’s learning outcomes, the adequacy of its content, the physical facilities, the teaching methods used, the assessment and evaluation approach, and the aspects of the curriculum that need improvement. The study examined in depth teachers’ perceptions, experiences, and evaluations of the 6th-grade mathematics curriculum. Participants’ views on the curriculum’s applicability, the level of achievement of targeted learning outcomes, content structure, teaching process, and assessment-evaluation practices were analyzed based on their experiences. The research aims to provide qualified data on the functioning of the curriculum in the field by addressing teachers’ experiences in a multidimensional manner. The theoretical basis of the research is grounded in the Metfessel-Michael evaluation model. This model provides a data-based framework that enables a comprehensive and systematic evaluation of educational programs in the field. It not only focuses on outcomes but also takes a holistic approach to the elements of the curriculum—objectives, content, teaching process, and evaluation—by emphasizing the process as well. The data obtained from the study were analyzed using the content analysis method. The study concluded that, in general, the 6th-grade mathematics curriculum is positive, but certain structural and implementation-related improvements are needed. The research also offered suggestions such as increasing the variety of materials supporting the teaching process in the curriculum, simplifying the number of learning outcomes, and updating the curriculum by considering teachers’ practice-oriented needs.

6th-grade mathematics curriculum, curriculum evaluation, mathematics teaching, Metfessel-Michael evaluation model