The Fundamental Reform Document of Education (FRDOE) is one of the country’s most important strategic documents wherein the national educational goals and objectives are delineated and ways of achieving them are identified, and as such plays an important role in clarifying the path that the educational system ought to take in the long run. However, in implementing this program many factors play a decisive role among which teachers’ performance in the classroom looms large. Considering the FRDOE itself, and the data collected for its preparation, raise the question of compatibility of teachers’ practice with the goals of the program which can be addressed by analyzing teachers’ strategies and performances.