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Chemistry is often perceived as a challenging subject due to its abstract and complex nature, making program evaluation essential to assess the quality and effectiveness of instruction. This study aims to evaluate the implementation of the chemistry learning program using the CIPP model (Context, Input, Process, and Product) at SMKN 2 Soromandi, Bima Regency. The focus is specifically on the chemistry program for Grade X, employing a qualitative descriptive approach through interviews, observations, and document analysis. The findings indicate that the context component of the chemistry learning program aligns with the standards set by the Ministry of Education, Culture, Research, and Technology. However, improvements are still required in the areas of instructional process and differentiated learning assessments. Regarding the input component, the number of students, study groups, curriculum structure, teacher qualifications, and available learning facilities meet the required criteria. The process component reflects effective classroom instruction and well-managed class organization. Finally, in the product component, student learning outcomes were assessed, with 85% of students achieving the minimum competency criteria. Overall, the evaluation of the context, input, process, and product components suggests that the chemistry learning program at SMKN 2 Soromandi is implemented in accordance with national standards, demonstrating effective instructional practices and organized classroom management.