Defining "curriculum" is difficult, because, as a multidimensional term, it has been given a variety of definitions throughout the years. Although the curriculum field has deepened and diversified impressively during the past decades, it still seems unlikely that any definition will ever fully capture all the meanings, characteristics, and emphases that such a complex term encompasses. This article consists of a presentation of and reflection on the current official music curriculum of primary education in Cyprus. The author investigates the curriculum structural elements and the ways that these are related in between them, based on current trends in the fieldwork of curricula and music education. Moreover, the author discusses the models of curriculum design identified in the music curriculum and investigates the teaching and learning approaches that underpin the curriculum document. (Contains 1 figure.)