This study aims to examine the secondary school mind games curriculum using the Metfessel-Michael program evaluation model. The study employs a case study design, one of the qualitative research methods. The research sample comprises 53 participants, including 10 teachers, 8 administrators, 11 parents, and 24 students. To collect research data, a-semi structured interview form developed by the researcher, a lesson observation form, and documents related to Mind Games curriculum were examined as data collection tools. Descriptive content analysis was employed to analyze the qualitative data obtained from observations of the mind games lessons and interviews conducted with students, teachers, parents, and administrators. According to the findings, no issues were identified in the goal dimension of the program; however, problems were observed in the content, learning-teaching process, and evaluation dimensions.
Mind games, the mind games curriculum, participants’ views.