This study seeks to evaluate the learning outcomes mentioned in the Mathematics Curriculum of the 5th grade students in Türkiye, based on certain criteria. The general survey model was adopted in the study. The study group consists of 44 mathematics teachers from 12 different regions of Türkiye who, during the 2022-2023 academic year, worked in secondary schools affiliated with the Ministry of National Education of the Republic of Türkiye in. The Evaluation Form for 5th - Grade Mathematics Curriculum Outcomes was used to assess the learning outcomes mentioned in the Mathematics Curriculum. To analyse the data, we used the multi-faceted Rasch technique. The findings revealed that the criteria used to evaluate the mathematics curriculum learning outcomes differ in terms of strictness and generosity. In addition, it was determined that mathematics teachers highly align with the learning outcomes in the programme. Based on the statements of the mathematics teachers, there were deficiencies in the program's distant goals as well as measurement and evaluation. In this context, it is recommended that the 2018 Mathematics Curriculum be reviewed by field experts, in-service mathematics teachers and assessment and evaluation experts.