<![CDATA[Bangladesh made considerable advancements in primary education, aligning with SDG-4 and promoting child-centered learning; however, a policy-practice gap persisted in the provision of quality primary education. This study investigated the gaps between curriculum policy and classroom practice in implementing quality primary education in Bangladesh. The study used both primary and secondary sources of data. Primary data were collected through structured surveys, interviews, and observation of teachers, guardians, and students across three unions under Laksam Upazilla, Comilla District, with a sample size of 100 respondents from each union. Secondary data were gathered from annual reports, questionnaire surveys, and other published sources. Tabular analysis, using descriptive statistics such as averages and percentages, was applied to the quantitative data. Teachers reported moderate satisfaction with resources, teaching safety, and principal feedback, while administrative and financial support were rated low. Students showed average levels of interest, effort, and motivation toward schooling. The findings revealed that gaps in teacher preparedness, resource adequacy, and curriculum implementation continued to hinder the delivery of quality primary education. The study concluded that addressing the policy-practice gap required a multi-faceted approach, including stronger monitoring and supervision mechanisms, adequate teacher training, and curriculum modernization to close the divide between policy intent and classroom reality in Bangladesh.]]>
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