This thesis deals with the recent adoption of the Sudanese curriculum at ‘refugee schools’ in Cairo, Egypt. It is based on material collected through qualitative research methods during two field studies. The aim of this paper is to describe how and why the Sudanese curriculum was introduced in Egypt, to outline refugees’ opinions about the curriculum and its adoption,and to analyze the role it plays in view of the overall context of this urban environment. In the theoretical framework, this thesis presents concepts regarding the phenomenon of ‘waiting’. The paper gives an overview of the specifics that refugees are confronted with in urban settings, and highlights the importance of education. Moreover, the thesis presents background information about refugees living in Egypt and their access to rights, and pointsout the obstacles they face regarding public education. The results of this study show that the new curriculum is valued by students, teachers, and parents, as it offers the opportunity to acquire official school documents that are required to enter university. A number of aspects that refugees criticize about the Sudanese curriculum, such as its contents, are also brought up. This thesis concludes that the Sudanese curriculum plays a significant role for refugees in Egypt, as it gives students perspectives for the future and thus has a positive effect on their experience of waiting.