The aim of this research is to evaluate English II curriculum at YTU using Context, Input, Process and Product (CIPP) model. The universe of this research is composed of 35 teachers and 415 students. The source of data has been obtained through two forms of a single questionnaire for the teachers and students which consisted of 46 items. In this research, the data has been analyzed using the technique of independent samples t-test. From their responses to the scales representing the curriculum components such as context, input, process and product, it is concluded that, mostly, teachers and students tend to support all four of these curriculum components. However, according to the findings of the study, significant differences have been observed between the means of teachers' and students' opinions concerning certain items related with the context, input, process and product component of the curriculum. This result indicates that while the students' perceptions are higher, the teachers' expectations are higher for the items regarding the components of the curriculum. According to the findings obtained from teachers' opinions, it is essential that audio-visual materials must be varied and implemented properly in the activities. According to the students' opinions, the students' needs related with their fields and English knowledge necessary for business life must be determined.