The aim of this paper was to comparatively analyze the English language curriculum in Waldorf and public school. The documents used for comparative analysis were Primary school curriculum (2006) and Waldorf primary school curriculum (1998). Considering that Waldorf pedagogy is an alternative educational conception, its main characteristics will be presented before the analysis. The analysis included the main elements of the curriculum- aims, subject matter, methods, sources of materials, ways of classroom interaction and type of grading. Based on the analysis, similarities and differences in the approach to teaching English as a foreign language are evident. English teaching in public school is oriented towards the development of four language skills- speaking, listening, reading and writing. Keeping in mind that the goal of the Waldorf pedagogy is the development of the individual as a whole, that goal is also reflected in the teaching of English. In the lower grades, English is taught through songs, stories, recitals, moves and imitation. In the first and in the second grade English is learned by speaking and listening, emphasizing the importance of developing the feeling for the rhythm and the melody of the language. Writing and reading is introduced in the third grade, while grammar is introduced in the fourth. The subject matter from the main lesson block is also implemented in the English class. In the upper classes the focus is on the autonomy in expression and in work. In both schools the cultural aspect is important, so the culture of the English speaking countries is taught. In public school, students learn from the textbook and use a variety of audio-visual materials. On the other hand, the teacher’s word and everyday objects are the main source of material in Waldorf school.