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The aim of this study was to investigate the process of primary school teachers resistance to implementation of the formal curriculum. The approach of the present study was qualitative and the Grounded theory method was used in this research. The statistical population included primary school teachers in East Azerbaijan province. The process of sampling and selection of participants continued until data saturation was achieved and Finally, 18 elementary school teachers were selected using available sampling method. The results showed that "rational resistance" as a central phenomenon, "Lack of teacher empowerment, lack of student participation and lack of facilities in education" as background conditions, "Curriculum deviations, teacher personality, textbook deficiencies and teacher weakness" as causal conditions, "Teacher beliefs and cultural conditions" as intervening conditions, "Consequences of the curriculum and the self-actualization of teachers" as a consequence And "Educational Strategies, Paying Attention to Student Needs, and Curriculum Optimization" were identified as strategies.