Iran's curriculum planning system faces a persistent gap between theory and practice, alongside the inadequacy of technical and repetitive solutions when confronted with the real situations of the classroom. Within this framework, Joseph Schwab's "practical" approach emphasizes that curriculum problems take shape within the context of ambiguous, variable, and non-replicable situations, and resolving them requires "practical knowledge"—knowledge that is neither produced solely through abstract theories nor developed by teachers alone, but must be forged through a collective, interdisciplinary process of dialogue among specialists regarding teachers' lived classroom experiences. From this perspective, the curriculum, rather than accumulating theory, requires continuous revision and reform based on practical deliberation, practical reflection, and sensitivity to indigenization and cultural complexities. Accordingly, strengthening master's and doctoral curriculum courses to enhance the practical competence of graduates, teaching practical and quasi-practical arts along with option-appraisal skills, utilizing the capacity of curriculum graduates in formal and informal systems, steering reforms toward local and gradual modifications based on teacher experience, introducing curriculum diversity and delegating authority to regional units, and establishing a curriculum planning professional organization alongside defining a curriculum advisor post in schools and universities are considered proposed pathways to improve the efficiency of the country's curriculum planning system.