The aim of this study is to examine in depth the views of classroom teachers regarding their literacy of the primary school visual arts curriculum. Teachers' competencies in understanding, implementing, and evaluating curricula directly influence the quality of education, especially in practice-based subjects such as art education. This research was conducted using the content analysis method, one of the qualitative research approaches. A semi-structured interview form developed in line with literature and expert opinions was used as the data collection tool. The data were collected through face-to-face interviews with 20 classroom teachers and analyzed accordingly. As a result of the analysis, teacher views were categorized under six main themes: perceptions of curriculum literacy, opinions on the visual arts curriculum, views on the objectives of the visual arts course, evaluations of the curriculum content, views on teaching and learning processes, and assessments of measurement and evaluation practices. According to the findings, teachers generally exhibit a positive attitude towards the visual arts curriculum and stated that they understand the fundamental goals and outcomes of the program and try to implement it in a way that supports students' artistic development. However, challenges such as time constraints, lack of materials, and assignments outside their field were identified as significant obstacles to effective classroom implementation. Teachers also emphasized the contribution of the course to fostering creative thinking, aesthetic sensitivity, and self-expression, but criticized the abstract nature of the content at certain grade levels, the insufficiency of lesson time, and the lack of clarity and applicability in assessment processes. These issues create uncertainties in implementation and hinder teachers' effectiveness. The findings reveal that teachers are not only practitioners but also professionals who can think critically, identify deficiencies, and offer constructive suggestions. Accordingly, it is recommended that in-service training programs be strengthened, curriculum literacy be enhanced through targeted efforts, and curricula be revised based on field feedback.