Abstarct: Abstract This study attempts to evaluate the English for specific purposes program related to biomedical engineering major according to students’ and teachers’ perspectives through a mixed-methods design. After conducting interviews with five university instructors, questionnaires were developed and administered to 111 students and 10 public university instructors. The questionnaires involve categories of students’ interests and needs, English language skills and activities, curriculum-related issues, and teaching-related issues. The findings indicated that the need to this course was felt for post-graduate studies, academic studies abroad, success in future job, and attending international events. Also, while activities related to writing skill were not attended to sufficiently, activities related to speaking skill were highly preferred. To a lesser extent, the amount of reading and listening activities was sufficient. Activities such as guessing the meaning of new words and the main idea of a text while reading, paying attention to details while listening, understanding the content of technical films in English language, and asking and answering related to course materials were highly done, whereas activities like reading and comprehending the catalogues of medical equipment, writing a professional resume and a laboratory report, and information summarizing while listening were not used sufficiently. Moreover, the variety of course subjects, the up-to-datedness of materials, and their correspondences with issues such as students’ major, future workplace for students, and students’ level of technical knowledge were appropriate. Furthermore, formative exams were preferred to summative exams and teaching-aids were applied in ESP classes. Also, the correspondences between students' and teachers’ English proficiency levels and this course, teachers’ teaching method and the textbook materials, and students’ proficiency level and teacher’s evaluation method were appropriate. In general, this program would receive an acceptable point regarding categories mentioned in the questionnaires and interviews. Nevertheless, some weak points of the program were elaborated so as to help in providing beneficial remedies to improve this program. As for the implications, this study provides students more vivid perspectives about the goals of this course; it affords teachers with awareness about the students’ needs and interests, the students’ views and other teachers’ experiences about the ESP program, and lastly, it helps policy-makers and curriculum developers to design more appropriate syllabuses in order to facilitate teaching for ESP teachers and learning for students.