This chapter provides a rigorous critique of Iran’s national ELT curriculum, identifying a profound disconnect between policy rhetoric and implementation. Prioritizing the Pedagogical dimension, the analysis reveals structural flaws such as the absence of systematic needs analysis, the exclusion of teacher voices, and the misalignment between communicative objectives and exam-driven assessments. It highlights how the curriculum’s heavy focus on Islamic-Iranian identity often marginalizes intercultural competence, limiting students’ ability to engage in global discourse. The chapter argues that the current one-size-fits-all approach fails to account for Iran’s linguistic diversity and regional disparities. It concludes by proposing reforms rooted in the MCELE framework, advocating for a more flexible, context-sensitive curriculum that balances national values with the practical requirements of global communication.