The purpose of this study was to design a model of curriculum elements that are effective in the success of the educational system. The nature of the research is qualitative in that the elements of the curriculum were identified and extracted using the method of content analysis and inductive method. The statistical population consisted of curriculum experts and primary school teachers across the country and 37 individuals were selected based on a targeted method. The research tool was a semi-in-depth interview that continued until the saturation stage. The validity of the study was confirmed by the auditing technique by the judges and the reliability coefficient (percentage of agreement observed) by the Holsti method (manual method). After coding and analyzing the data, 61 basic themes, 13 organizing themes and finally 3 comprehensive themes (excellent) were extracted, which are: the main elements of the curriculum (purpose, content, method, evaluation, budget); Sub-elements (educational space, equipment and educational resources, teaching time, practical experience of principals and teachers, student organizations) and hidden elements (individual differences of learners, social status of parents and schools, support factors). In the end, the research model was drawn based on comprehensive themes.
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