This study aimed to evaluate the developed physical education curriculum from the viewpoint of teachers at the governorate of Irbid, Jordan. The sample of the study consisted of 109 male teachers and 51 female teachers from Irbid's first, second, and third educational districts. Following a validation, the teachers were provided with a questionnaire assessing the teachers' roles, learners' roles, teaching strategies, and the implementation of information technology and knowledge economy. The assessment revealed that the developed curriculum highly takes into consideration the teachers' and students' roles. Also, the curriculum substantially implements the information technology and knowledge economy. On the other hand, the curriculum moderately covers the teaching strategies. There were no significant statistical differences in the extent of teachers' evaluation of curriculum due to scientific qualification and gender variables. There were significant statistical differences in the extent of teachers' evaluation of curriculum due to years of experience veering in favour of more than 10 years' experience. These results suggest the need for future work to develop the physical education curriculum to include more teaching strategies. [ABSTRACT FROM AUTHOR]