Curriculum evaluation has experienced an uncertain status in Australian schools due to a lack of commitment by state systems to a systematic model. While we have witnessed shifts in emphasis between teachers as curriculum designers to curriculum implementers, there has never been a focus on teachers as curriculum evaluators. This article explores the major concerns confronted by teacher evaluators of curriculum, and argues that the current emphasis on external assessment, emerging from the competencies and outcomes movements, is creating new challenges for curriculum evaluation. Acknowledging that teachers are often involved in informal evaluations as part of their cycle of planning and teaching, the article concludes with a comprehensive model for curriculum evaluation that teachers might adapt to suit the nature of evaluations they undertake.