The attainment of Education for All (EFA) goals is crucial to the productivity of any country. However attaining these goals cannot be realised unless due consideration is given to the inputs and processes that must be enacted to achieve such goals. In this article, the Revised Primary Curriculum (RPC) used at grades one to three in Jamaican primary schools is examined against the background of two EFA goals. The two goals are: (a) ensuring access to quality primary education and (b) improving the quality of education. The study that guided this article sought to ascertain the views of teachers who teach grades one to three in public primary schools in Jamaica on the outcomes being achieved in relation to quality basic education. This qualitative study was conducted by collecting data from 11 in-service teachers who had experience delivering the RPC at grades one to three for at least two years. Data was collected through one focus group interview and five individual interviews. The group and individual interviews were transcribed, sorted, coded and themes identified. The main findings reveal that teachers felt the RPC at grades one to three needed to be reviewed in light of its content and how teachers are prepared to implement the strategies of the curriculum. Additionally participants concluded that practices of the RPC further disadvantaged students with low ability levels in areas of literacy and numeracy development, and students from rural areas were disadvantaged over students from urban areas based on some of the suggested topics for writing activities. The article concludes that these issues should be resolved in order to ensure a system that allows for quality basic education for all.