The National Curriculum Document of Iran, as a key upstream policy of the educational system, defines the overarching orientations of curriculum planning and provides a basis for redefining teachers’ professional competencies—particularly in science education. This study aimed to analyze the characteristics of science curriculum planning reflected in this document and to determine its implications for science teacher education. An exploratory mixed methods design was employed. The qualitative phase involved document analysis of the National Curriculum Document, with data coded and categorized. The quantitative phase examined the extent to which the identified features corresponded with the perceptions of pre service science teachers using a researcher developed questionnaire. The sample included 120 pre service science teachers and 200 secondary school students. Data were analyzed through descriptive statistics and a one sample t test. Instrument reliability was confirmed using Cronbach’s alpha (0.843). Findings revealed that science curriculum planning in the National Curriculum Document emphasizes scientific literacy, positive scientific attitudes, and active learning within cognitive and affective domains. However, limitations were observed in skill based components and in fostering teachers’ practical competencies. Additionally, clarity of objectives, relevance to societal needs, interdisciplinary integration, development of scientific thinking, and competency based assessment were identified as central elements of science curriculum planning. Overall, the results highlight the need to revise the science teacher education curriculum with a competency based approach and stronger focus on developing teachers’ professional competencies.