Purpose: Comparison studies are necessary not just for the preparation but also for the successful implementation and revision of the curriculum. By comparing English language teaching in Germany, which is more successful than Turkey based on the international exam results, with English language teaching in Turkey, which has on-going problems for many years, may show the role of the curriculum in these problems. Therefore, the aim of this study is to take an in-depth look at the primary school English language curricula in Turkey and Germany (North Rhine-Westphalia, Baden-Wurttemberg, Berlin) to reveal the similarities and differences.Design/Methodology/Approach: Bereday model was used as comparative education model and document analysis was applied for analysis in this qualitative study.Findings: As a result, it was observed that language learning strategies and intercultural education do not take place in the primary school English language curriculum in Turkey whereas in the states of Germany these topics are emphasized; English curricula in the states of Germany have general framework but content is structured in units in Turkey.Conclusions: Program design should be revised to increase teacher autonomy and intercultural and language learning strategies should be emphasized in the primary school English language curriculum in Turkey.