The study aimed to evaluate the 8th grade mathematics curriculum in Turkey, which was revised in 2016-2017 school year, and implemented from 2017-2018 school year on. In the study the Eisner's educational connoisseurship and criticism model was utilized. The participants of the study comprised 15 secondary school mathematics teachers selected by the purposeful sampling method. The study adopted the case study pattern, one of the qualitative research methods. The data were collected via a semi-structured interview form, and analyzed using direct quotations as one of the descriptive data analysis methods. The results revealed that the majority of the participant teachers reflected positive criticisms about the new curriculum in general whereas there were those who made negative comments about some particular features such as, inconsistency between the level and the special aims, the use of the constructivist approach for crowded classes, insufficient content, inconsistency with the readiness of students, inadequate activities to develop students' skills such as correlating, reasoning, and problem-solving.