Knowledge is an endeavor to reach truth, and understanding any field begins with its internal critique by specialists and attention to its achievements and failures. Theory-development, as a basis for scientific endeavors, depends on infrastructures and conditions whose weakness or absence challenges knowledge production, theory formation, and theoretical paradigms. Despite the richness and diversity of curriculum studies, theory-development in this field faces a lack of theoretical knowledge. Using a qualitative method and grounded theory approach, this study explored barriers to the development of theorizing in the field of Iranian curriculum studies and addressed two questions: What are the barriers to the growth and development of theorizing, and how do theorists in this field interpret the conditions for confronting these barriers? Data were collected through 18 semi-structured interviews with experts and leading theorists in curriculum studies until theoretical saturation was achieved and analyzed using Strauss and Corbin’s classic coding, including open, axial, and selective coding. Findings showed that barriers to theory-development comprise ten dimensions: educational, social, ethical, economic, structural, political, cultural, skill-related, attitudinal, and institutional. Analysis of category relationships revealed strategies and consequences related to the development of theorizing. Education, interaction and dialogue, strengthening cognitive skills, policy-making and planning, and indigenizing theory-development were identified as strategies for confronting barriers. The educational system, within the educational barriers dimension, had the greatest influence on barriers to theory-development. Reforming and revising the educational system appears to be a key requirement for the growth and development of theorizing in the field of Iranian Curriculum Studies.