The present study primarily aims at comparing the ELT curricula of Turkey and Greece concerning primary-level education. With this aim, a large number of articles, educational websites, theses, and dissertations, along with The Organization for Economic Co-operation and Development (OECD) reports and Ministry of National Education (MoNE) reports of Turkey and Greece were inspected. Data were analyzed qualitatively by using the document analysis technique. As a result of the analysis, some similarities and differences were detected in the design, development, and the implementation of two curricula. Starting the teaching of English at earlier grades, adopting student-centered and action- oriented teaching approach, promoting the development of listening and speaking abilities, targeting communicative, authentic, comfortable, and enjoyable learning environment, focusing on alternative and process-oriented assessment techniques, and aiming to develop intercultural communicative competence of the learners are among the similarities of two curricula. On the other hand, discrepancies were also revealed regarding the designing, developing, piloting, and implementation processes, testing of instructional activities and materials, training of the teachers, material infrastructure, class hours, and internal and external evaluation of the two curricula. By explaining the similarities and differences between ELT curricula of Turkey and Greece at the primary level, this study endeavors to provide information for English language teachers, researchers, curriculum developers, and policy-makers.