This paper reports on the evaluation results of the implementation of the Parallel Curriculum Model (PCM) in a Singapore secondary school for Grades 7-10. PCM was adopted by the school in 2016 to provide a comprehensive framework for designing the school's curriculum around the core, connections, practice, and identity. Two years into the implementation, a systematic review was conducted to evaluate the efficacy of this model on students' learning. A 39-item 5-point scale survey instrument was conceptualized to measure students' self-perception around four constructs: (a) critical and conceptual thinking; (b) problem solving and communication; (c) creative thinking; and (d) learning strategies adopted in the context of PCM curriculum. Rasch analysis of 862 students' level of agreeability to these four constructs reported positive self-views. They also reported engaging effective learning strategies in the PCM curriculum. This study contributes to the paucity of research in evaluating the efficacy of the PCM on students' learning.