This study aimed at evaluating the 10th grade computerized mathematics curriculum from the perspective of the teachers and supervisors in the southern region in Jordan. The study population consisted of all the teachers who teach the 10th grade in the southern region, with the total of (309) teachers and (20) supervisors. The sample consisted of (288) teachers and (15) supervisors. A questionnaire of (43) items was prepared, it was verified for validity and reliability. Results showed statistically significant differences (? = 0.05) between the evaluating estimations of the teachers and supervisors for the computerized mathematics curriculum in favor of the supervisors.