Primary English language teaching curriculum in Bangladesh underpins Communicative Language Teaching (CLT) approach. It focuses on developing communicative competence among EFL (English as a Foreign Language) learners in Bangladesh. NCTB (National Curriculum Textbook Board) is responsible for developing English textbooks for primary level students with a view to promoting communicative competence among the learners. However, it is observed that principles of CLT are not reflected in classroom teaching and testing. This study aims at exploring the existing scenario of our English classroom practice. By adopting a mixed method approach we tried to investigate into the issue. The analysis of the collected data reveals that there exists no uniformity between curriculum statement and classroom teaching and testing method. At the end of the study, we have suggested some recommendations to address the mismatch between Primary English teaching curriculum and its implementation.