The purpose of this study is to assess the quality of Islamic Azad University TEFL program at B.A. (undergraduate) level in Iran. To do so, five IAU branches were selected through cluster sampling. Within each branch selected, twenty senior students were randomly sampled as the participants of the study. In addition to the students, five professors who were selected through accidental sampling participated in this study, too. Using Stufflebeam's (2002) CIPP model, the data were gathered through a researcher-made questionnaire. This model incorporates four main segments including the evaluations of "context," "input," "process" and "product." Concerning the students' responses, the results of the study revealed that most of the students agreed that the teaching materials had to be revised along with the TEFL program itself. The students also believed that learning strategies must be more concentrated on. In addition, they believed that professors have to focus on teaching specific courses. Concerning the results of the semi-structures interviews, the professors mostly pointed out that considerable reform has to be implemented in TEFL curriculum design. The interviewees also stated that the pedagogical approaches commonly used over the past decades suffered from shortcomings which have to be overcome.