The modern mathematics reforms concerned a broad reorganization of school mathematics curricula. Their reception in the West was not homogenous and was defined by the various national contexts. The Greek case is highly interesting because of the distinctive place that mathematics holds in the Greek mentality. The initial active promotion of the reforms gave way to the underground dispute in terms of defending the national interests and protecting Euclid’s system. The configurations which took place, with special regard to geometry, point out the contradictions of the Greek mathematical community. In particular, the first, experimental phase of the reforms was very carefully formulated by Greek authorities in a sequence spread over four years, while the second, generalized phase was abruptly set in motion through a highly ambiguous course. The context of this discrepancy lies in the instable social – political climate of the 1960s. The combination of a nationalistic framework of the 1960s and an efficient (albeit controversial) promotion at the outset of the reforms resulted in a compromising arrangement of counterbalance: introduction of modern mathematics side by side to the existing curricula. This process led to mixing of epistemological elements, reform fatigue of students and teachers and immoderate expansion of syllabi. The regime change, dubbed « Metapolitefsi » cut the path to a more alleviated approach of the reform, but did not result in a « back to basics » process.