Curriculum reform in mathematics education often seeks to improve students’ conceptual understanding, problem-solving abilities, and readiness for real-world application. In Ghana, the transition from the objective-based Senior High School (SHS) mathematics curriculum to the standards-based curriculum represents a significant shift in instructional expectations and learning goals. This study investigates these two curricula through the framework of Mathematical Knowledge for Teaching (MKT) in order to identify the types of teacher knowledge embedded within each and to examine how these have evolved over time. Using qualitative document analysis, the study codes both curriculum documents based on the MKT domains proposed by Ball, Thames, and Phelps (2008). The analysis focuses on key instructional components, including objectives, learning outcomes, and pedagogical guidance, to determine how each curriculum positions the role of the teacher in facilitating mathematical learning. Findings indicate that while the objective-based curriculum primarily emphasizes procedural knowledge and teacher-directed instruction, the standards-based curriculum places stronger emphasis on conceptual understanding, student-centered pedagogy, real-life application, and the development of twenty-first-century competencies. However, this shift also introduces increased demands on teachers’ pedagogical and content-related knowledge. The study underscores the critical role of teacher preparation and professional development in ensuring effective curriculum implementation and suggests that curriculum reform must be accompanied by deliberate efforts to strengthen teachers’ Mathematical Knowledge for Teaching.