The research aimed to evaluate primary school 2nd grade English language teaching curriculum. The study was designed as a descriptive survey study by utilizing illuminative curriculum evaluation model. The research data were collected via a scale from 768 teachers teaching 2nd grade classes in 14 cities of seven regions in Turkey selected through stratified sampling. In the first part of the scale, the demographic information related to teachers were analyzed through descriptive statistics and in the second part of the scale teachers’ views regarding the scale items were analyzed via inferential statistics. The open-ended questions in the third part of the scale were analyzed via descriptive analysis. The research findings indicated that teachers found the realization of aim and content dimension and learning-teaching process and contextual dimension sufficient; however, teachers believed the realization of measurement and assessment dimension was insufficient. Furthermore, statistically significant differences were found between regions according to teachers’ opinions related to the curriculum. Teachers working in South East and Eastern Anatolia regions had significantly negative views than the teachers working in other regions of Turkey regarding all the dimensions of the scale. Besides, it was found out that most of the teachers did not receive any in-service training about the new curriculum and many teachers from different fields taught primary school second grade English classes. Also, teachers who were graduates of English language teaching and other English departments had significantly positive views than teachers who graduated from another higher education program with regard to all dimensions of the scale