The aim of the present research was to evaluate preschool curriculum by Stufflebeam's Context, Input, Process and Product (CIPP) Evaluation Model. Mixed method and explanatory design was used in the study. The quantitative dimension of study was conducted with 124 preschool education teachers in 2016-2017 academic year in Van/Turkey. On the other hand, interviews were conducted with 15 preschool teachers so as to explain the quantitative data in more detail, and observations were carried out in a typical preschool class. Preschool Curriculum Evaluation Scale, a semi-structured interview form and an observation form were used as data collection tools. As a result of the study, the dimension in which teachers expressed the most negative opinion was determined as context. Teachers at this dimension stated that the physical infrastructure of preschool education institutions was not appropriate and that regional conditions were not sufficiently taken into account during the development of the curriculum. Regarding the input dimension, it was stated that the family factor and the individual differences of the children were not considered sufficiently in the curriculum. Regarding the process dimension, it has emerged that studies the least done were the implementation of qualified home practices, assessment studies and the addition or removal of learning centers as needed. In the product dimension, the curriculum was usually effective only when it was not effective enough to solve family-related problems.