From the very early periods of accepting management as a science, main goal of inspection is seen as a control mechanism. Classical management approach evaluated staff as people who need strict inspections by experts to better perform since they are perceived as unreliable and irresponsible on their duties. Later on, expertise areas related to inspection were established and these experts were given inspector names. Education has been one of those expertise fields that started to have inspectors in its particular area. This study focused on curriculum leadership of education inspectors in Turkish Republic era. Because it is to establish the system of the Republic established after the fall of the Ottoman Empire and win the belief of the people to protect this system and to form a people who believe in the Republican system. The most powerful means of creating the people by believing in the republic system was the education system. Inspectors have been seen as the means by which the educational site is mediated for this purpose, teachers and the public as a means of believing in it. Therefore, many tasks were assigned to the education inspectors during this period. In this regard, a document dated 1926, named as "Instructions about Curriculum in Primary Schools", was obtained from General Directorate of State Achieves and transcribed into Turkish Latin alphabet. In this official document, the roles of educational inspectors as a part of their curriculum leadership for primary schools are defined as increasing the frequency of inspections on whether new curriculum, at that time, was implemented properly or not and ageing increasing the frequency of getting in touch with teachers in order to receive feedback about the curriculum and to support reaching the targets of the curriculum.