The new curriculum introduced in Turkey in 2024 was designed based on the principles of the holistic education approach. For this contemporary philosophical framework to be effectively implemented, it is essential for teachers to acquire sufficient knowledge of holistic education. To address this need, this study focuses on the design and evaluation of a program titled Holistic Education, developed specifically for teachers to integrate the theoretical and practical aspects of teaching within the holistic education philosophy. The program's design was guided by the Morrison-Ross-Kemp instructional design model. Employing a phenomenological design, a pilot implementation of the Holistic Education program was conducted with 20 teachers actively working in schools affiliated with the Ministry of National Education. Following the implementation, the researchers developed a semi-structured interview form to assess teachers’ awareness, knowledge acquisition, and perceptions of the program. The development of the interview form incorporated feedback from curriculum development experts and assessment specialists. Additionally, several preliminary trials were conducted to ensure the clarity and comprehensibility of the questions. The teachers who participated in the study shared overwhelmingly positive feedback, highlighting that the program offered them valuable new perspectives both personally and professionally. Their overall evaluations of the program were largely favorable.