The primary purpose of this study was to examine the balance between the three domains of objectives,rnbreadth and depth of the curriculum, theoretical and practical exercises and the time balance among thernsubjects in the second cycle primary schools curriculum of Amhara Regional State.rnFor this purpose mainly a content analysis research method was used. In addition relevant informationrnwas collected from teachers. Oata was collected from the syllabuses of the various subjects throughrncoding sheets. Besides, a questionnaire was used to collect data from teachers. To this end, variousrnstatistical tools such as chi-square, percentage and correlation were used to analyze the datarnThe findings of the study revealed that there is time inadequacy in the science and social science subjectsrnespecially at the upper two grade levels vis-a-vis the amount of the content of the subjects althoughrnactually higher periods have been given to these subjects. On other hand, the time allocated for music andrnart tend to be more than adequate. The time allotted for the other subjects seems stable. There was also arnwider gap among the three domain of objectives for the curriculum highly stresses on the cognitive domainrnand the extremely less emphasis given to the affective domain. The higher weight given to the lower levelrnof objectives especially in the cognitive domain and to the expository type of teaching methods indicatesrnthat the curriculum focuses on breadth than depth. Furthermore, the curriculum tends to emphasize onrntheoretical than practical exercises. This is mainly observed in the science and social studies subjects.rnGenerally, except in the time allocation there is similarity between the grade levels on the problemsrnstudied although some variation is seen within the subjects'. ,rnAt the end, based on the findings and conclusions drawn it is recommended to make some adjustment onrnthe period allotment, to take measures to enhance more effective use of the existing school time, tornrestate the objectives stated in the syllabuses so as to accommodate the three domain and the differentrnlevels of objectives adequately, to highlight teaching methods that enable students to be engaged in anrnintelligent process of continual inquiry and discovery, and to add more practical exercises especially in thernscience subjects