The second stage of the study involved investigations of the perceptions of 647 primary school teachers in relation to the new curriculum and the perceptions of 159 primary school students in terms of their classroom learning environment using the questionnaire as a research method. The teacher questionnaire was developed and validated with a sample of 367 primary school teachers. The questionnaire has high reliability and convergent validity to measure the ways in which teachers perceived their implementation of the new curriculum, particularly with regard to learning activities and the teachers’ role, syllabus design, student assessment, learning material, and professional development. The results confirmed that no statistically significant differences were found across the scales with data analysed by gender or years of implementing though a statistically significant differences were observed in three scales across three different educational attainment groups. The results of interviews, used to investigate teachers’ and superintendent’s perception of the curriculum in more depth, suggested that teachers and superintendent possessed different perceptions of the intended curriculum as expressed in their preferences towards curriculum metaphors.