The agricultural extension curriculum in Iran plays a pivotal role in promoting sustainable development and ensuring food security; however, it faces substantial challenges in addressing the practical needs of stakeholders. This issue underscores the importance of examining the curriculum's status from the perspective of its primary beneficiaries. The present qualitative study explores this subject through semi-structured interviews with 31 key stakeholders, comprising farmers and extension agents. Thematic analysis of the data, facilitated by MAXQDA2020 software, reveals seven core challenges: ineffective educational content, limited teaching-learning strategies, inadequate evaluation methods, institutional-structural barriers, communication gaps with the target audience, technological deficiencies, and organizational resistance to reform. These findings collectively indicate a fundamental misalignment between the curriculum and local agricultural needs, regional climatic conditions, and modern technological advancements. Consequently, the study advocates for a comprehensive, participatory, and context-specific redesign of the curriculum. It concludes by presenting actionable policy recommendations aimed at strengthening the integration of education, research, and practical application, which is essential for empowering agricultural communities and enhancing the effectiveness of extension services.