The aim of this study is to evaluate the 7th grade middle school mathematics curriculum, which has been implemented in the 2024–2025 academic year, in terms of input, process, and product within the framework of Stake’s Congruence–Contingency Model. Based on teachers’ opinions, the research seeks to reveal the applicability and effectiveness of the current 7th grade mathematics curriculum in practice, thereby contributing to the processes of revising or improving the curriculum. The study was conducted on a voluntary basis with a total of 15 mathematics teachers working in public schools in the province of Hatay. Ethical committee approval required for the study was obtained. To collect the data necessary for the findings, a semi-structured interview form developed by the researchers was used. During the development of the interview form, expert opinions were consulted, and a pilot application was carried out prior to the main study. The research data obtained through the case study design, one of the qualitative research methods, were analyzed using the descriptive analysis method. The study concluded that the curriculum could not be implemented regularly by teachers due to factors such as the school’s physical conditions, availability of materials, class size, problems arising from natural disasters, and the assessment system. These unfavorable conditions were also found to hinder the achievement of the intended learning outcomes and skills emphasized in the curriculum. Furthermore, it was determined that there was a lack of alignment between the curriculum content—specifically the topics—and the textbook used as the primary resource, which in turn resulted in the inadequacy of activities in terms of both quality and quantity. Regarding the curriculum, teachers suggested simplifying the content section, increasing available resources, and enhancing schools’ physical and technological infrastructure.

Evaluation of the 7th grade mathematics curriculum, mathematics curriculum, program evaluation, Stake’s Congruence–Contingency Model