The current study evaluates the twelve-volume, the "Persian Prime" »Faraz-e Farsi« an educational resource for teaching Persian to non-Persian speakers, through quantitative and qualitative methods. Utilizing a descriptive-survey mixed-method approach, the study examines the perspectives of 20 instructors and 22 learners using the questionnaire by Pournorouz and Mirdehghan Farashah (1402) and semi-structured interviews with 7 Persian language teaching experts. In quantitative analysis the questionnaire with 58 items and a reliability of 0/94, assessed the general characteristics, content and physical characteristics of the series. Data analysis indicated that 96.5% of responses leaned toward the "high" and "very high" options, reflecting high satisfaction among both groups of instructor and learner regarding the series' structure, content organization, and language skills (speaking, listening, reading). However, differences were observed in certain items, particularly concerning authentic language use (item 4), cultural components (item 7), grammar, and writing activities. Instructors found the language of the series more formal and called for enhanced conversational content and cultural elements, while learners showed greater focus on their source culture. Qualitative analysis, based on Braun and Clarke’s (2022) thematic analysis, identified six main themes: content structure and purposefulness, cultural components, vocabulary and grammar instruction, language skills, activities and exercises, and the teacher's guide. The findings suggest that the series is generally effective but requires improvement in areas such as conversational language, cultural diversity, and support for less-experienced instructors. It is recommended that future editions include richer cultural content, more authentic examples, and a more comprehensive teacher’s guide.