Education today has a role of one of the greatest accomplishments in man’s life and is directly influencing the prosperity of each society. Thereby, a nation’s economy and wellbeing primarily relies on the quality of its educational system. In view of the fact, since its formation in the late 1990s, Croatia has implemented three major educational reforms among which is the on-going experimental reform that offers a curriculum directed towards the future of its nation. Simultaneously, rapid economic growth and global change demanded urgent creation of specific global and international curricula. To meet that need, the International Primary Curriculum, among many others, was soon established. On that ground, the thesis analyses principal dissimilarities within International Primary Curriculum and Croatian National Curriculum for General Compulsory Education. The first part of the paper provides the reader with general information about the IPC and the Croatian National Curriculum regarding its origins, structure and approach towards assessment and evaluation. The second part of the paper examines the issue through Mathematics, Language, Science, Music, Visual Art and Physical Education within the scope of its common subject goals and learning outcomes. Main purpose of the thesis is identifying peculiarities that could possibly contribute to the development of both Croatian educational system and the International Primary Curriculum. Comparison of curricula led to the conclusion that research based and project based learning, as well as technology implementation are of high importance when it comes to improvement of Croatian Educational system. Likewise, acquisition and application of theoretical knowledge such as language knowledge, motor knowledge and abstract art could ensure effective enforcement of the IPC. However, each society and therefore curriculum is unique in its own way and although particular curricula can serve as examples, direct transfer is clearly unfeasible.