In order to identify the dimensions and components of the elementary school’s curriculum, from the positive education perspective, initially from among all the sources and documents related to this perspective, 40 domestic and 30 international sources were chosen and analyzed and then a list of dimensions and components for content analysis of the curriculum was constructed. The gathered data were analyzed using the seven-stage model of synthesis and then evaluated by two evaluators whose measure of agreement was 0.78. The frequency of observing each component within the sources and its percentage was counted and calculated. The results show that the curriculum contains four dimensions of aesthetics, wisdom, morals, and instinct. Within each of these dimensions the following frequencies of categories was observed: 13 in aesthetics, 12 in morals, 12 in instincts, and 10 in wisdom. Thus, it can be concluded that the elementary school’s curriculum does contain components of positive education.