The purpose of this study is to present a historical perspective of revisions in teacher education curricula in Iran. This study is a qualitative and historical research, and seeks to compare the revisions that the teacher education curricula have undertaken throughout times. The finding from the historical analysis of documents, reports, library resources and personal interviews with experts of teacher education, has evolved four periods: the first period as the disciplinary curriculum (from 1918 to 1933); the second period as multidisciplinary curriculum (from 1934 to 1983); the third period as disciplinary curriculum (from 1984 to 2013) and the fourth period as disciplinary curriculum (from 2014). Studying and analyzing the political, social and cultural conditions in each of these periods and recognizing the major approaches toward the revision of the teacher education curriculum helps educators to enrich their understanding of the current situation through gaining awareness of the historical context and it facilitates designing fruitful programs for the future.