Background <p>Primary health care is central to equitable health systems. Despite shared values, its integration into occupational therapy education remains unclear.</p> Aim <p>To explore and describe undergraduate students’ perceptions of their readiness for primary health care, their experiences of the curriculum and to develop recommendations for curriculum enhancement.</p> Material and methods <p>A qualitative, two-phase study was conducted with Cypriot students. A focus group explored perceptions of preparedness and curriculum assets and challenges. A nominal group technique session prioritized recommendations for teaching methods. Focus group data were analysed using Framework Analysis; nominal group results were analysed descriptively and quantitatively.</p> Results <p>Students reported limited exposure to primary health care and felt unprepared for its diverse demands. Their experiences of the curriculum shaped a sense of partial readiness for primary health care. They identified the need for active, applied, and collaborative learning to bridge the gap between theory and practice.</p> Conclusions <p>Students perceived lack of readiness for primary health care roles, revealing curriculum gaps and advocating for transformative teaching.</p> Significance <p>This study highlights the need to reform occupational therapy education in Cyprus by incorporating primary health care competencies. This could enhance autonomy, professional identity, and the further development of occupational therapy practice areas.</p>