This thesis investigates the post-basic English language program in Oman, analyzing the perspectives of teachers, learners, and graduates. The primary objective is to evaluate the post-basic English program through perceptions towards language learning objectives, across various domains (Reading, Listening, Speaking, Writing, and Learning and Life Skills) using a product-oriented evaluation approach. The study was conducted in the academic year 2023/2024, employing a comprehensive mixed-methods research design that integrated both surveys and interviews. Data collection involved the distribution of structured surveys to 103 teachers and 311 learners. Qualitative insights were additionally gathered through focusedgroup interviews with 10 graduates. The results underscore diverse viewpoints about the program. While teachers and learners expressed overall satisfaction about it, areas for further development were also identified such as the need to incorporate authentic materials in the program and to include more speaking practice activities. Graduates, on the other hand, exhibited varying degrees of perceptions towards the program but expressed a tendency of satisfaction towards writing skills. This study offers insights for improving Oman's post-basic English language program, highlighting the importance of aligning program goals with the needs of teachers, learners, and graduates. It also emphasizes the significance of language program reforms to prepare learners for success in higher education and the workforce.