The study attempted to capture a few pieces of evidence of curiosity in children fostered by teachers with the help of instructional teaching design across grades and subjects. Observational data were recorded from 411 classes of 137primary and middle schools. Classroom proceedings included various teaching activities that might lead to questioning from both the stakeholders-teachers and students. The classroom proceedings made it obvious that an average teacher could not create a joyful learning situation in the classroom. A large number of teachers kept practicing lecturing followed by writing on the board, dictating, reciting, and ignored some important techniques such as explaining, demonstration, and experimentation. Teachers asked questions during teaching but showed their biases to the brighter students in order to ensure correct answers from them. Teachers tried to show their best performance during the observation. The pattern that emerged from the analysis suggested that they did not practice curiosity-led instructional teaching design to the extent it was being expected. Probably, it was a limitation of an in-built education system that gave priority to rote learning, exam score, and grades measuring for more static knowledge and less understanding knowledge. The findings discussed the limitations of the in-built education system of public schools.