What better way to learn about the teaching-learning approach of the Malaysian education system than to know it from someone who had been in the system from primary to tertiary level. In other words, what follows here is a first hand account of the observations of the teaching-learning experience this writer had undergone over a period of about 14 years from post-Independence 1960 to 1974. The description is by no means a critique; rather it is a personal reflection (introspection/retrospection) in relation to the four philosophical traditions.A common thread that runs through the three levels is that teaching-learning was very much teacher-centred no matter what the curriculum approach. (In any case, the current curriculum has not changed drastically from the curriculum then; the only significant difference being the language of instruction and the much greater emphasis on Islamic/Moral Studies). In this respect, the approach was synonymous to the essentialist approach.