To improve any educational system systematic evaluations of curricula are a must. However, this necessary activity is faced with many barriers in Iran which need to be first identified and ranked if they are to be remedied or removed. To this end, the opinions of two groups of teachers and administrators were sought using a questionnaire with assumed validity and internal consistency of 0.94. The first group consisted of 30 accessible individuals, and the second a randomly selected sample consisting of 350 such individuals. Data analysis revealed that in the opinions of the participants, five major barriers confronting curriculum evaluations in Iran can be identified: five internal software barriers, seven external barriers, barriers related to implementation of the evaluation results, international barriers, and internal hardware barriers.