The aim of this study is to investigate measurement and evaluation aspect of high school mathematics curriculum (9th-12th grade) based on teacher’s opinion. The data for this study, which were carried out descriptive and scanning model, obtained through fivefold Likert questionnaire, which is one of the quantitative data collection techniques. The universe of the study comprises 750 high school mathematics teachers who work in Elazig, Trabzon, Hatay and Kars during 2013-2014 education year. The sample is made of 159 high school mathematics teachers from that universe. The data were analyzed through descriptive statistical techniques such as arithmetic mean, Standard Deviation Technique, Independent Group’s ‘’t’’- test, One Way Variance Analysis (ANOVA), Mann Whitney U Test and KWH test. At the end of the research, in consideration of quantitative data analysis, it is understood that participant mathematic teachers are indecisive about adopting measurement and evaluation of high school mathematics curriculum. This indecisiveness is higher among teachers who have 16-20 years’ experience. Furthermore, these same teachers expressed that while assessing and evaluating the mathematics, they pay attention to the principle of curriculum as “each student learns mathematics’’, prepare test plan before the examination while preparing measurement tool pay attention their colleagues’ opinion while preparing exam questions. In brief, it can be evaluated that although these teachers adopt some kind of modern aspect of current curriculum, they still have traditional point of view in purpose of measurement and preparing measurement tool. It is concluded that this contradiction is because of lack of necessary knowledge about new developments on measurement and evaluation.