English preparatory programs play a critical role in preparing students for their departments that offer English medium instruction. Therefore, investigating such programs has gained great significance as such an investigation provides us with critical information about how well the programs are functioning to achieve the desired outcomes. This study attempted to investigate the delivery and effectiveness of such a program implemented at a foreign language school in Turkey. The study focused on both the process and the program outcomes utilizing the context, input, process, and product (CIPP) model. A Likert-scale questionnaire of 28 items was used to gather the quantitative data from 81 preparatory students who actively attended the program. The data was processed through SPSS 25.0, with a specific focus on descriptive statistics. The findings revealed that while the students generally held positive perspectives towards many aspects of the program, such as the program's goals, its delivery, communication among the concerned parties, and found the objectives attainable. However, the study did also indicate that some revisions were necessary regarding skill focus. While some skills were heavily covered, others, such as listening and speaking, found relatively less room in the program.