The architectural curriculum in Iran has been changed five times in the last five decades (1963–2017). In each period, efforts to change the content and structure of the curriculum were based on the architectural profession’s vision with regard to sociopolitical and economic issues, such as the agenda of development in the White Revolution and Islamizing the society after the 1979 Islamic Revolution. The curriculum as a sociopolitical artifact can be defined as a systematic set of relations between people, objects, events, and circumstances that is changed and developed based on the sociopolitical agenda. This paper focuses on crucial moments in the transformation of architectural education between the two contemporary revolutions in Iran, the White Revolution and the Islamic Revolution. The story of the transformation of the curriculum began in 1963 when a new system of architectural education, Italian pedagogy, was brought to Iran and decolonized the curriculum from the previous pedagogy system, Beaux-Arts, and it continued until the Cultural Revolution (1980–1984), when the new Islamic government decided to detoxify the curriculum from Western influence to Islamize it. This paper outlines the transformation of the structure and content of the architecture curriculum to adapt to the sociopolitical agenda of each revolution.