This paper focuses on the positive outcomes and the challenges that teachers experienced after the introduction of the English primary curriculum reform of grades 3 and 4 in Omani state schools. Three focus group interviews were conducted with English teachers (n = 15) in three regions (Muscat, AL Sharqia South and AL Dahira regions). Although the findings indicated that progress had been achieved in introducing shared writing, reading time, vocabulary and grammar rules in grades 3 and 4 reform, a number of challenges were also identified. Teachers' views about much of the content of the compulsory school textbook in relation to the choice of topics, the development of the productive skills, the lack of resources, and problems with assessment, were overwhelmingly negative. Furthermore, it seems that curriculum reform was not adequately underpinned by theoretical principles.