The purpose of the study is to analyze high school English curriculum materials (ECM) through FACETS analysis and MAXQDA-11 programs. The mixed methods approach, both quantitative and qualitative methods, were used in three samples including English teachers in Elazig during the 2014–2015 academic year. While the quantitative phase of the study involved the Rasch model and SPSS analysis, the qualitative phase included a case study research method. The quantitative data collection tool was the “High School English Curriculum Material Evaluation Form” developed by the researchers. Qualitative data were collected through an interview. According to the Rasch analysis results, while the material Headway coded as HEA has the highest quality, the materials coded A1.2 and A2.1 have the poorest quality. In terms of items, the most difficult item was G-M28 and for judges, J3 has the most severe while J13 has the most lenient behavior. The qualitative analysis indicated that among the themes, “deficiencies” had the most dominant dispersing of teacher comments while the theme “what to do” was not notable to every teacher. It is suggested that the balanced distribution of four language skills in ECM should be improved to achieve the objectives of the curriculum.