In this research, solutions were sought for the problem of “What is the primary school administrator’s proficiency level as an instructional leader in developing and applying new primary education curricula?”. The developed scale was applied to 235 teachers, administrators and inspectors from Kayseri and results were obtained from the data. As the necessary process had not been sufficiently established, it was understood that primary schooladministrators do not have enough knowledge about the new curricula, they do not participate actively in the examination and selection of materials about the program, and they do not offer an environment in which teachers can share their knowledge and experience. It was found that school administrators have a proficiency in sharing theschool’s aims with teachers, preparing yearly plans about the school’s educational activities, and evaluating the monthly and yearly goals set by teachers for the implementation of the programs; yet it is thought that proficiency on these issues should be improved. School administrators as instructional leaders plan the activities at the beginning of the semester with teachers, try to provide the necessary sources in order to have the teachersunderstand the program, and attain the aims of the program and try to guide the teachers to use their time for instruction effectively. School administrators are expected to have better knowledge about the latest curriculum and to arrange more functional environment in which teachers can share their knowledge and experience. Giving morespace to instructional activities and developing the proficiency about finding solutions to the problems on the implementation of the programs is an important issue for the administrators. Evaluating the new primary education curricula with program development attitude is important, as well.