This research aims to evaluate the physical education curriculum implemented in Egyptian primary schools in light of the scientific foundations and principles of curriculum engineering. The researchers adopted a descriptive analytical approach using various data collection tools, including interviews, document analysis, and a scientifically constructed questionnaire targeted at physical education teachers, supervisors, and academic experts. The research sample was drawn from two governorates: Sharqia and Dakahlia, comprising. • Exploratory sample: 73 teachers, 8 supervisors, 3 university professors, • Main sample: 813 teachers, 11 supervisors, 7 university professors The findings of the study revealed the following: 1. Lack of curricular integration – goals, content, teaching methods, and assessment are not coherently aligned. 2. Unclear instructional goals – objectives are imprecise and insufficiently linked to learners’ needs. 3. Out-of-date content – material does not reflect recent developments in physical education or individual differences among pupils. 4. Traditional teaching strategies – heavy reliance on conventional methods, with little use of active, diversified approaches. 5. Inadequate assessment tools – existing evaluation methods do not capture cognitive, psychomotor, and affective outcomes comprehensively. 6. Shortage of facilities and equipment – many schools lack suitable apparatus, playgrounds, and spaces. 7. Insufficient teacher preparation – educators require ongoing professional development to implement the curriculum effectively. 8. Limited relevance to local context – curriculum design does not stem from pupils’ environments or community needs. 9. Neglect of psychosocial dimensions – emphasis rests mainly on motor skills, overlooking psychological and social growth. 10. Low curricular flexibility – the programme cannot readily adapt to school-level or learner-level changes. Keywords: Curriculum Engineering