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he present study aimed at examining the effectiveness of a suggested training course in developing EFL teachers' evaluation practices at the secondary stage. The study adopted the experimental design, using one experimental group and one control group. Participants of the study were 30 in-service EFL teachers in the academic year 2016/2017. They were randomly assigned into two groups, experimental (n=15) and control (n=15). The experimental group received training through the suggested training course, while the control group continued to study the content in the traditional way. This study tried to crystallize the prime and secondary elements of training courses in general and EFL training courses in particular, and the needs of EFL in-service teachers concerning evaluation practices. Therefore, the researcher designed a suggested course to teach evaluation practices. Results indicated that there was a statistically significant difference between the mean scores of the experimental group and those of the control group favoring the post scores. It was concluded that the suggested training course was effective in enhancing EFL in-service teachers' evaluation practices. Results of these findings suggest important implications for individuals who are required to review, design, or modify teacher evaluation programs.