This study aimed to evaluate the effectiveness of the Mathematics Experts Program at the Specialized Institute of teachers Vocational Training in the Sultanate of Oman by conducting a tracking study for the program's results in the previous four batches (2017-2021), which included various aspects, and were studied in the light of the Kirkpatrick model in its four levels (satisfaction - Learning-teaching practices-effective). The study used the descriptive analytical approach according to the methodology of the evaluation study. Five tools were used to collect data: a questionnaire for the evaluation of a teacher undergoing the mathematics experts program, which was applied to a sample of 214 male and female teachers undergoing the mathematics experts program, a questionnaire for the supervisory evaluation of the teacher, and it was applied to a sample of 170 male and female expats, and archival data for the teacher learning assessment form during Training in all batches, numbering 321 male and female teachers, and data for 249 supervisory visit forms for two groups of mathematics teachers (a group subject to the program and a group not subject to the program), and data for the results of mathematics exams for the second semester of the academic year 2021/2022 AD for students in grades (5-11). ) and their number is 5506 students in the educational governorate of Muscat, with a total number of 73788 students. The study found that the general average levels of satisfaction and learning among the teachers undergoing the training program was very high, while the levels of teaching practices and impact were high. The study showed that there were no significant differences in the four levels according to the variables of sex, batch, and the interaction between them. The results showed that the general average of learning for the teachers undergoing the program was at a good level in the three components of the program. The study showed that there were statistically significant differences in teachers' learning according to gender (in favor of females) and batch (in favor of the fourth batch), and there were no differences between them. The study on the evaluation of teachers' brightening visits showed that there were significant differences according to gender (in favor of females) and contrasting groups (in favor of the group undergoing the program), and there were no differences in the interaction between them, but the effect size was small for the significant differences. The study found that the arithmetic averages of academic achievement in mathematics for students of teachers subject to the program are statistically higher than students of teachers who are not subject to the program, but with a very small effect size, meaning that the effect of the program on raising the achievement level of students in mathematics is very small. The results showed that there were statistically significant differences according to gender (in favor of females), and the significance of the interaction between the variables of gender and opposing groups, as the program had an impact on the learning of male teacher's students in mathematics. While it had no effect on the learning of female teacher's students. The study made a number of recommendations for those in charge of managing and implementing the Mathematics Experts Program .