This study presents the evaluation of a form-focused instructional program offered to the intensive English classes of an English-medium university in Turkey. The evaluation, intended to be utilization-based, realistic, and socially constructed with the actual stakeholders, was conducted with the teachers and students that actively participated in the program. The study analyzes the program with regard to instructional methods, materials and exams. It is also the first language program evaluation research where the findings are explored on the basis of Spada and Lightbown (2008)'s form-focused instruction framework. The data were collected through semi-structured interviews with the teachers and open-ended questionnaires given to the students and thematically analyzed. According to the findings, the teachers mainly implement isolated form-focused instruction particularly due to heavy reliance on coursebooks, yet there is a necessity for an increase in meaning-based practices and a program where both isolated and integrated form-focused instruction are practiced in a balanced and complementary way. The study has significant implications regarding program design for form-focused instruction in L2 teaching contexts and suggests that program designers and teachers use their own initiative to avoid overdependence on coursebooks and utilize different types of instruction, materials, and tasks focusing on both form and meaning.