From today’s perspective on education, all courses need to be evaluated in order to ascertain their effectiveness. To this end, the History of Literature course in Iranian high schools, taught during the second and third year, was selected and the structure imposed on the content of textbooks used, as well as the realization of projected goals, were assessed. To do this assessment, views of 1454 experts, teachers teaching the two courses, and second and third year students across four provinces were extracted using questionnaires and achievement tests with adequate validity estimated by experts. The internal consistency of teachers’ questionnaire was calculated to be 0.89. The findings indicate that the structure imposed on the contents is not according to the accepted norms with inconsistencies in the portions of the texts dealing with Iranian and the world literature. The goals of the curriculum are not realized either.