The present study aimed to investigate the quality of teachers' educational life in interaction with the curriculum during their teaching career and the role of educational experiences in improving teachers' academic performance. The qualitative research approach was based on narrative research with an emphasis on narrative analysis of data. The participants were teachers working in different educational courses in West Azerbaijan Province, with 11 of them being purposefully interviewed of the index type in-depth. The researcher's self-review method, rich and comprehensive description, simultaneous analysis, and quotation were used to ensure the validity, transferability, and verifiability of the research data, respectively. The findings showed that teachers' interactions with the curriculum during their teaching career occur at three levels: behavioral channelization, thoughtfulness, and self-actualization. At each of these levels, the quality of interactions depends on the amount of their experiences and affects the efficiency of their performance in such a way that the nature and manner of implementing the content of the subjects are on an evolutionary path. The results show that the executive structure of curricula should be designed in such a way that teachers, while transferring the scientific structure of the subjects to the learners, have the opportunity to criticize and modify concepts in order to provide the basis for the formation of practical knowledge of the content and being skill-oriented in accordance with the capabilities of the students by conceptually reconstructing the curriculum content.