The purpose of this research is to evaluate the high school mathematics curriculum, which came into force in 2013, according to the CIPP model. In this research, it was intended to evaluate the high school mathematics curriculum, which has been implemented since 2013, based on the opinions of the teachers and survey model was adopted as a quantitative research model. The population of the research consists of mathematics teachers teaching in high schools in 2017-2018 academic year. The sample of the research included 711 mathematics teachers who were working in high schools located in fourteen cities, representing seven different regions of Turkey. In the research, 5-point Likert scale was used. The scale was developed within the framework of the CIPP assessment model considering the context, input, process and product (CIPP) dimensions. The data were collected in the spring semester of the 2017-2018 academic year. Computer-aided data analysis programs were used to analyze quantitative data. According to the results of the research, teachers' views on mathematics curriculum do not significantly differ according to gender and educational status. However, there exists a significant difference in terms of "experience" "the status of reviewing the curriculum", "having in-service training", "the faculty graduated" and "school type that the teachers work in" variables, in all dimensions.