This paper provides an overview and analysis of research findings regarding the implementation of the Comprehensive Curriculum Reform and the Experimental Programme Škola za život. The introductory part includes theoretical foundations related to educational system reforms such as education policies and the relation between society and education. Furthermore, it shows the features of a modern approach to educational systems and deals with topics such as curriculum and curricular approaches to teaching. The paper describes the context in which the Comprehensive Curricular Reform was developed in Croatia, presenting its main goals and principles, along with an overview of its implementation course. Following this, an essential part of the Comprehensive Curriculum Reform is described - the Experimental Programme Škola za život, which was supposed to test the applicability of new curricula, teaching forms and methods, as well as new teaching aids. The aim of this research was to provide an overview and analysis of the research findings related to the implementation of the Comprehensive Curricular Reform and the Experimental Programme Škola za život, considering all available studies based on empirical research. The analysis of documents led to several key insights. The research on the implementation of the Comprehensive Curricular Reform highlights both key challenges and opportunities. Formative assessment is recognized as an important aspect, but teachers express concern about insufficient training and time for its implementation. Digital tools, especially the Loomen platform, have caused divided opinions among teachers due to technical difficulties and workload. The introduction of cross-curricular topics, such as civic education, has been positively evaluated, but teachers feel a lack of professional training. Digital literacy is recognized as crucial, yet the further digitization of education is inhibited by outdated equipment. The media often portray the reform through a political prism, rather than focusing on its educational aspects. Although the reform is generally well accepted, challenges such as unequal access to school equipment, lack of communication with parents and the need for further 98 professional training of teachers, point to areas requiring future improvement, especially in the development of student competencies as well as technological equipment.