The family-centered curriculum emphasizes its role as an active and influential platform affecting individual behavior, facilitating the optimal organization of home-school interactions. This study aims to identify the components and participatory indicators of the family-based curriculum within the time frame of 1926 to 2020 (1390 to 1401 in the Persian calendar). To achieve this, 35 documents (including 6 international studies, 3 dissertations, 23 domestic articles, and 3 books) were selected from eight reputable databases using string search and based on relevance, usefulness, and credibility criteria for study and analysis. The data were analyzed using Altheide's (1996) qualitative content analysis method. Based on the data analysis, four components (study and learning, home-based educational participation, agency in academic support, and parental interaction with schools) and 24 participatory indicators were derived from the family-centered curriculum. Ultimately, identifying these components and participatory indicators underscores the importance of family involvement in the family-centered curriculum and presents recommendations in this regard.