With the developments in science and technology, it has become mandatory to make arrangements in education and training programs that will meet the needs of the age. This study aimed to compare and examine the 2018 Primary School Mathematics Course Curriculum and the 2024 Primary School Mathematics Course Draft Curriculum published by the Ministry of National Education (MEB). A qualitative research model was used in this research. The research was carried out with the document review method, which is one of the data collection methods. In the research; Bloom's program elements based curriculum evaluation was taken as the criterion and the purpose, program approach and philosophy, units, evaluation dimension and educational status dimension were also included in the examination. The data were interpreted and given in the form of tables. In the analysis of the data; the sample was selected from the data subject to analysis and categories were created in this context. When the 2018 and 2024 Primary School Mathematics Course Curriculums were compared, it is prominent that the program philosophy is clearly stated in the 2024 program and the stated philosophy is more up-to-date. The adoption of a process-oriented, skill-based and thematic approach in the 2024 Primary School Mathematics Course Draft Curriculum instead of the unit-based approach in the 2018 Primary School Mathematics Course Curriculum appears as a structure that supports student development.