The role of curriculum in the official educational process is widely recognized by the international scientific community. Beginning in the 19th century, and perhaps even earlier, curriculum research began, not only to be systematized, but to also constitute an autonomous field of study. On the other hand, curriculum evaluation has captured the attention of experts involved in the science of education over the last few years. This article will present the results arising from research with respects to curriculum evaluation in Greece along with a micro-model proposed for the evaluation of the Cross-Thematic Unified Curriculum Framework and the corresponding Individual Subject Curricula that are applied today in compulsory Greek education. (Contains 1 figure and 7 footnotes.)