As teachers play a significant role in language learners' academic achievement, their training programs should be subjected to ongoing evaluation and analysis in order to ascertain teachers are equipped with adequate knowledge and skills. This study aimed to evaluate a private sector pre-service teacher-training program using the Context, Input, Process and Product (CIPP) model. For such a purpose, the program policies, planned course of actions and real practices, as well as the outcomes were closely studied through a sequential mixed-method design. The required data were obtained from the program's stakeholder layers (N=296: 100 supervisors, 58 trainers, 100 teachers, and 38 trainees) participating in data collection phases using multiple methods and instruments including interviews, observations and surveys. All instruments were subjected to detailed validation and reliability investigations. The results revealed degrees of positive perspectives towards the program's functioning and outcomes in training reflective, creative and energetic teachers. Although the participants reported optimistic views about the program quality, required modifications and essential improvements were strongly stressed by the trainers in terms of the length of the course, focus on classroom management, and provision of practice opportunities. The findings have implications for evaluation of teacher training programs implemented in similar contexts elsewhere.