Several recent studies in mathematics education have argued that, for reforms to be implemented effectively, teachers need to have appropriate support through high-quality professional development programs. Most programs, however, typically prepared by policymakers, focus on how to prepare teachers to use the intended curriculum. In this paper, taking a level-oriented approach, I examine in-service primary teachers' perspectives on school mathematics at the macro-level of the state and policies; the meso-level of the school and the wider community, and the micro-level of the classroom. Drawing on data from semi-structured interviews with 22 experienced teachers in Republic of Cyprus schools, I discuss the importance of examining teachers' perspectives on school mathematics before designing and implementing professional development programs that address curricula reforms.