Primary education is the cornerstone of lifelong learning and cognitive architecture. The Singaporean education system, globally renowned for its exceptional performance in international benchmarks such as PISA and TIMSS, offers a compelling model of blending rigorous academic mastery with comprehensive character development. This study aims to systematically analyze the structural, pedagogical, and methodological innovations within Singapore’s primary education system and identify transferable strategies for modernizing educational frameworks, particularly in transitioning systems like Uzbekistan. A qualitative systematic review and document analysis were employed. The data corpus included educational policy documents from the Singapore Ministry of Education (MOE), National Institute of Education (NIE) publications, OECD reports, and peer-reviewed pedagogical literature. Results: The findings reveal a highly structured 6-year compulsory primary framework centered on the "Teach Less, Learn More" (TLLM) philosophy. Character and Citizenship Education (CCE) is explicitly integrated as a core subject. Methodologically, the teaching of mathematics relies heavily on the globally recognized Concrete-Pictorial-Abstract (CPA) approach, fostering deep logical mastery rather than rote memorization. Furthermore, the system is shifting away from high-stakes testing in early grades toward formative assessments and is deeply supported by the digital Student Learning Space (SLS). While Singapore’s curriculum is highly effective in producing top-tier cognitive outcomes, the societal pressure surrounding the Primary School Leaving Examination (PSLE) remains a challenge. The integration of the CPA mathematical approach, practical civic education, and balanced digital integration provides a highly applicable blueprint for updating curricula in Uzbekistan.