This graduate thesis will show a comparison of Waldorf schools and state schools. Waldorf schools are private schools whose programs are based on the principles of Waldorf pedagogy. Unlike the Waldorf schools, state schools are free and work according to the prescribed state program. To start with, the concepts of primary education, curriculum, Waldorf pedagogy and traditional teaching are precisely defined before the topic itself has been elaborated. In the main part of the thesis the Waldorf school is compared with state schools in terms of six units of analysis, and those are: organization of teaching, teaching materials, teaching subjects, evaluation, parents’ role and teacher roles, all within the primary education of mentioned schools. The aim of comparing the curriculum content of mathematics and visual arts in Waldorf school and state schools was to determine whether there are differences in the content being taught. New curricular documents of current curriculum reform and curriculum of Waldorf school were used for comparison. The results show that within the subject of mathematics, there were differences in the amount of time used to process certain teaching content and the difference in the approach to and representation of different epoch or a domain in mentioned schools. Within the subject of art culture, the differences are even more significant, it is almost difficult to find the same teaching content. Based on established common content, it would be interesting to conduct a new study to assess students learning outcomes at the end of primary education of these schools in order to determine the impact of the organization of teaching (the epoch and the subject-hour system) on the students' scores (durability).