This study aimed to design and propose a comprehensive, culturally grounded, and applicable curriculum model for sexual education for pre-service teachers at Farhangian University. This qualitative study employed a content analysis approach. The research population consisted of faculty members of Farhangian University and experts in sexual education, selected through purposive sampling. Data were collected via semi-structured interviews with nine specialists and analyzed using Colaizzi’s seven-step method. Credibility was ensured through theoretical saturation and participant validation. The findings revealed that the sexual education curriculum should be grounded in virtuous living, teacher empowerment, gradual and age-appropriate instruction, self-awareness, and sensitivity to gender and cultural differences. The proposed objectives included sexual identity development, prevention of sexual abuse, digital space management, family empowerment, and reduction of cultural taboos. Core curriculum elements encompassed biological, psychological, cultural, and religious content, diverse instructional strategies, facilitative teacher roles, and performance-based assessment approaches. The proposed curriculum model provides a structured and culturally adapted framework that can prepare future teachers to address students’ sexual issues professionally and contribute to improving teacher education quality and the overall educational system.