This study aimed to explore the top-down or compact accountability relationship for curriculum implementation in rural public primary schools in the East Wollega zone administration, Ethiopia. An exploratory case study type and a multiple case study research design were employed. A purposeful sampling technique was used. The data were collected using semi-structured interviews and document reviews. The data were analyzed qualitatively by coding and describing patterns and themes in the raw data. The study utilized triangulation, expert reviews, and member checking to ensure internal validity and reliability. The findings of the study reveal that the compact accountability relationship between the policymakers and the curriculum implementers was loosely exercised and compromised by main determinants such as weak capacity, poor monitoring progress, and politicization of the policymakers' roles and responsibilities. This study also affirms that a compact accountability relationship was seriously operational to collect easily achievable reports, which led policymakers to be unsuccessful in communicating their clear duties and responsibilities for the curriculum implementation to hold implementers accountable as stated in the government proclamation. Hence, it can be concluded that accountability stands for responsibilities outside the classroom by missing the actual curriculum implementation. The study recommends that the regional education bureau, in collaboration with the Ethiopian Ministry of Education, establish an autonomous and independent policymakers' office that acts as an overseer and holds curriculum implementers accountable by visiting schools, pointing out mistakes, writing reports, and exercising accountability mechanisms. The study suggests that teachers and school principals ought to be held accountable for their particular duties and responsibilities instead of producing reports for higher-level commands that take them away from effectively implementing the curriculum.