The present study was conducted with the aim of identifying and explaining the indicators of upside down Curriculum in order to develop the nature of knowledge of subject matters in the field of elementary education at Farhangian University.The research approach uses a conventional and analytical-deductive qualitative content analysis method to collect research data and draw a conceptual and practical picture of this type of curriculum. The participants were Farhangian University professors in the academic year 1403-1404, 16 of whom were interviewed semi-structured through homogeneous purposive sampling until data saturation. Also, scientific texts related to the curriculum field were studied and reviewed from the theoretical and operational aspects. For data validity, researcher self-assessment methods were used for validity, rich description for transferability, and external evaluator for data reliability. The findings show that the upside downing of curriculum process with components such as unsaturation, educational de-hierarchy, mutual scaffolding, functional relativity, modifiability, Simulation of educational reality, transformational interaction, and multimodal learning seeks to develop the theoretical and practical dimensions of knowledge types in the curriculum of elementary education. The results show that the upside down Curriculum approach should be considered in designing and compiling types of content, pedagogical, and content- pedagogical knowledge and enriching their main capacities at Farhangian University, and the role of this curriculum in explaining the contribution of each of these types of knowledge in the field of conceptualization, operationalization of ideas, and their balanced integration should be distributed in accordance with the course objectives.