This study aimed at investigating the perception of the stakeholders who are the implementers of the Basic Education Certificate Examination (BECE) programme, using Context, Input, Process and Products (CIPP) model of evaluation. The objectives of the study is to determine if the subject content meet the relevance of the curriculum while stakeholders are implementing teaching, learning procedures. And to determine if the curriculum content of BECE provides continuity from primary level to junior secondary level. This study spans through the 33 local education divisions in Oyo State. The sampling technique adopted for the schools is the stratified random sampling method. The Local Inspectorate Education (LIE) in each local government area., were grouped into 3 cluster of eleven (11) schools each. Of the eleven schools, one school was selected in each cluster making a total of three (3) school were selected as sample for the study. In order to guide the study, three (3) research questions were raised. The study explored both descriptive and inferential statistics for the analyses of the data. The research instruments include; Teacher perception of BECE (TP/BECE), School Managers Perception of BECE (SMP/BECE) and Policymakers Perception of BECE (PP/BECE). Fifteen (15) participants from each education divisions are selected for the study, making a total of 45 participants in Oyo State. The result was based on the minimum standards of requirement in the philosophy of BECE in Nigeria, teachers are required to attend at least one capacity training course in every two years for their professional development. The following conclusion were raised: equipping the teachers with adequate knowledge about BECE examination, update information about the processes and procedures of the examination, The policymaker should also be involved in continuous update of the content of study. The results obtained was used to draw conclusion about each stakeholders’ perception of BECE programme. The study further gave some recommendations that, federal and state government should ensure that adequate instructional resources and equipment are provided and that teachers are trained on how to apply such resources in teaching learning.