Presentation on mathematics teaching in Croatian compulsory education which will encompass different dimensions of implementing mathematics curriculum from teachers' perspective such as teachers' understanding of the concept of mathematical competence, their estimates of mathematics curriculum and teaching methods, teaching materials and tools used in the math teaching. The presentation will be based on the findings of empirical research carried out in 2010 on an example of 625 math teachers (Grades 5-8) from elementary schools throughout Croatia. The research was conducted in the context of current curricular changes in Croatia. The main research questions were as follows: 1. How do teachers understand mathematical literacy? 2. How is mathematical literacy taught in schools? 3. How do teachers estimate existing mathematics curricula? A policy aim of the reported research was to inform policy makers about the critical aspects of math curriculum implementation in order to contribute to its improvement within the context of national curriculum changes in Croatia. The findings indicate that the traditional approach to math teaching prevails in most of the analyzed dimensions. In conclusion, planned and implemented math curricula in Croatian compulsory education should be modernized.