This study evaluates the 2017 updated secondary school English curriculum of Turkey with the frame of Stake's (1967) congruence-contingency model. The study employed a mixed-methods research design. In this regard, triangulation was employed to provide data diversity. Four different data gathering tools were used: document analysis, interviews, structured questionnaires and in-class observations. The questionnaire data were gathered from 96 English language teachers, working in various cities of Turkey, and the interviews were conducted with seven English language teachers working at a public school in Ankara. In addition, classroom observations were conducted at four different classes in the same school. The findings of the study indicated that teachers considered the updated curriculum suitable and effective. However, in-class observations displayed that there are important gaps in bridging theory and practice. Thus, if there is a huge gap between what was intended and what was carried out, then first, an English as a foreign language education policy document should be prepared, and a unique foreign language-teaching ecosystem to include all stakeholders should be targeted.