This study evaluated secondary school seventh-grade Turkish and mathematics programs using the Context-Input-Process-Product Evaluation Model based on student, teacher, and inspector views. The convergent parallel mixed method design was used in the study. Student values were identified using the scales for socio-level identification, traditional values, democratic values, work--business values, scientific values, and basic values. Teacher values, on the other hand, were identified using the Schwartz Values Scale. As a result of the analysis, regarding gender, there were significant differences in helpfulness, consistency, reliability, working hard, investigation, and esthetic value dimensions in favor of the female students. The helpfulness value is the most important one for both Turkish and mathematics teachers.