Background and Purpose: This study aims to explain the requirements of a multicultural curriculum based on the objectives of primary education and answers to this question that regarding the multicultural nature of Iranian society, which features should this curriculum contain and to what extent the current curriculum is based on these features.
Methods: This was a qualitative content analysis (inductive-deductive). The statistical population included authentic (valid) documents, including national curriculum, specialized texts, and theses related to multicultural curriculum and the educational package for primary school curriculum. Research sample included the national curriculum, related studies in multicultural countries, and the educational package for the course of social studies in the primary school. Purposive and criterion sampling was used by giving priority to the articles that were up to date and have a profound connection with the study subject. To collect the data, national and international sources in the area of multicultural education within the years of 2009 to 2020 were used. Finally, unrelated sources were excluded and 86 sources were analyzed. The social studies educational package was selected because it is more expected to contain multicultural components.  Research data were collected through documentary research and were analyzed through a qualitative (descriptive-interpretive) method. 
Results: In terms of the first research question, five components were extracted as the multicultural curriculum, including the observance of educational justice, acceptance of cultural pluralism, interest in peaceful coexistence, respect for divine religions and a combined approach in curriculum content. Based on the content analysis of these five themes, findings related to the second question showed low interest in multicultural curriculum components at all levels. However, the themes were not equally considered.
Conclusion: Low overlap between the book content and the course design guidelines, and the unbalanced, non-targeted, and inadequate distribution of multicultural curriculum components were among the results of this study. Based on the results, dominancy of exploration skill training approach, problem-solving, and critical thinking to present curriculum content are suggested.