The purpose of this study was to evaluate the twelfth grade (science stream) mathematics textbook from the teachers’ perspective in light of (the economy of knowledge). The study also explored the effect of gender and experience within the sample. The sample consisted of 75 male and female teachers all of whom were randomly selected from government schools in the five directorates in Amman during the academic year of 2009/2010. In order to achieve the purpose of this study, the researcher developed a questionnaire that was made up of 30 items which were distributed over 5 domains. The results revealed that 4 of these domains received high scores (high quality) in which the average was over 3.7. However, the content domain received the lowest scores (medium quality). In addition, the results showed that there were no statistical differences in the sample with regard to gender. On the other hand, there were statistical differences regarding the teachers’ experience wherein the more experienced teachers gave a higher evaluation of the textbook than the less experienced ones.