This paper aims to evaluate the goals and methodologies in the Turkish primary school ELT curriculum. The various ELT curriculums implemented in Turkey have been examined and the goals and methodologies adopted in the 2013 ELT curriculum are evaluated. For this purpose, a likert type questionnaire was constructed and administered to 1130 students in the second cycle (grade 8.) of public primary schools in İzmir, Turkey. The study indicates that many of the principles of the 2013 ELT curriculum are in confict with the students’ preferences in learning English. The most significant conflict between the method of the curriculum and the students’ preferred type of learning is the fact that while the curriculum does not allow for explicit grammar teaching, translation and memorization, the students would be like to be involved in such activities.