Despite numerous attempts to evaluate language learning programs, longitudinal studies re-evaluating the effectiveness of the previous evaluation is highly scarce. The purpose of this study is to investigate the preparatory school’s program evaluation (focusing particularly on reading, grammar and listening courses) based on the principles of Patton’s Utilization Focused Evaluation in an ELT Department at a state university in Turkey. A descriptive mixed method research design is employed for this study. Data were collected via open-ended survey, individual interviews, nominal group technique in two subsequent years. The number of the participants were 38 in total (first year, n=19; second year, n=19). The results of the first evaluation were disseminated to all parties involved (i.e. the students, instructors, policy-makers, and the head of the department). Thus, the second evaluation served for assessment of the first one as well as providing detailed analysis of the new program. Results indicated that all changes were all well accepted by almost all of the participants, particularly by the new-comers, highlighting the effectiveness of re-evaluation of the previous program.