This study sought to evaluate the mathematics curriculum of the Halane Teacher Training Institute in Somalia with a view toward: (1) determining its weaknesses and recommending measures for improvement; (2) examining its relevance to the present needs of the Somali society; (3) determining the suitability of instructional materials and other support resources; and (4) investigating the present organization of teaching practice and the time allocated to it. Thirteen of 15 mathematics teachers at the Institute were included in the study, as well as a proportional random sampling of 60 of 2617 trainees and a random sample of 40 mathematics teachers (graduates of the Institute) from four schools in Mogadisho. Questionnaires, some structured interviews, tests, and documentary resources were used to collect data. Among the numerous findings were: (1) most of the teachers at the Institute had not taught in primary schools; (2) training was basically theoretical, focused on content, with minimal attention to methodology; (3) there was a lack of relationship between the syllabi of the Institute and primary schools; and (4) time devoted to training was too limited. Appended are the instruments used (in the Somali language). (MNS)