Central curriculum provision, regulation and control may be considered as signs of a well administered educational system, but in practice they may lead to the cultivation of unhappy teachers. The centralised mode of management control, as it will be investigated here is a strong way to ensure the state's regulation and monitoring of the schools' pedagogic practice. The research aims to: first, investigate the existence, type and form of the state curriculum provision and control in the educational system of Cyprus at the primary sector; and second, examine the teachers' and administrators' (inspectors') views in relation to the state curriculum provision and control at a theoretical, practical and personal level. Therefore the main research question of the study is: How is central curriculum provision and state curriculum control expressed and experienced by teachers at the primary sector of the educational system in Cyprus? Five hypotheses were formulated to be tested for the purposes of the study: 1. The educational process is subject to central, hierarchical and bureaucratic control and regulation, by the official provider the Ministry of Education and Culture through a system of controlled teacher inspection. 2. In order to explain the operation of state/central curriculum control in the educational system of Cyprus, the focus will have to be on the central curriculum itself and on its three message systems namely the content, the pedagogy and the evaluation, that constitute the process of educational transmission and acquisition. 3. State control is also experienced in the curriculum provision in Cyprus, which is highly centralised and textbook-based. 4. The process of educational acquisition is based more on the competence model of educational provision, rather than on the performance model. 5. There are incompatibilities and inconsistencies within the educational transmission process realised through the three message systems as purported by the official and local recontextualising field, representing the inspectors and the teachers. The research analysis at both the theoretical level, as presented in official documentation, and the practical level, as presented in the form of teachers' and inspectors' responses (with the use of questionnaires and interviews) led us to suggest the following: The primary school teachers in Cyprus experience in their everyday school life, actions of central curriculum control and regulation which can usually lead to frustration, stress and anxiety, while at the same time their autonomy, confidence and professionalism can be badly damaged. The above are mainly caused by the system of controlled teacher inspection, whose role is to ensure obedience and uniformity in the pedagogy offered to pupils, if teachers are to be assessed well, for future professional development and promotion. The existence of this centralised mode of control in the form of the centrally appointed agents over schools and the compulsory use of the single text-book for the implementation of the National Curriculum, influence greatly the competence model of pedagogic practice, in a way that the pattern of state control in the educational system of Cyprus has the inherent potential to invalidate the main principles of the pedagogic model, before that reaches the classroom. As a result, the modalities of the competence model are being transformed and manipulated in the recontextualising process starting from the official to the local level, creating thus a conflict and a battle between the two levels.