This qualitative phenomenological study aimed to explore the challenges of the Farhangian University curriculum with an emphasis on the content component and to document the solutions experienced by pre-service teachers, Farhangian University faculty, and graduates in Ardabil Province. Methods: Purposive and convenience sampling were employed, with inclusion criteria: for faculty, at least five years of teaching at Farhangian University and teaching courses related to the elementary education curriculum content; for pre-service teachers (entry cohorts 2020 and 2021 in Elementary Education)—completion of practicum units and at least half of the program units; for graduates (entry cohorts 97 and 98 in Elementary Education)—at least one year of service in public and Shahed schools in Ardabil Province. Data were collected over three months (October–December 2023) through semi-structured interviews. In this qualitative study, interviews continued until theoretical saturation, ending with 11 interviews from pre-service teachers, 15 from faculty, and 20 from graduates. For trustworthiness, Lincoln & Guba (1985) criteria—credibility, transferability, dependability, and confirmability—were applied. Findings: The results indicate that the content of the Farhangian University curriculum faces several challenges. Participants proposed solutions to overcome these challenges, including: empowering faculty, conducting needs assessments, reflective approaches in content development, revisions to curricular resources, organizing conferences and calls for engagement to improve content, soliciting feedback from pre-service teachers, expanding university libraries, foresight in planning, addressing resource shortages, developing novel content, improving the quantity and quality of practicum units, delivering capacity-building workshops for pre-service teachers, bringing university training closer to school practice, and elevating the scholarly and research caliber of pre-service teachers.