The present study aimed to explore teachers' perspectives on curriculum ‎changes in the mathematics curriculum for the third grade of primary ‎school over the past five years. Ten teachers from District 5 of Tehran were ‎selected in the 1403–1404 academic year based on their experience in ‎teaching the third grade and relevant professional background, using the ‎snowball sampling method, and were invited to participate in semi-‎structured interviews within a phenomenological framework. Data were ‎analyzed using Colaizzi’s step-by-step coding method. Findings revealed ‎that teachers evaluated the curriculum changes positively in terms of ‎making concepts more practical, increasing group and collaborative ‎activities, and emphasizing problem-solving and play-based learning. ‎However, they faced challenges including excessive content relative to ‎teaching time, weak organization of some materials, lack of resources and ‎support, mismatch of topics with students’ developmental levels, and ‎insufficient in-service training. Structural and operational barriers such as ‎inadequate physical facilities, high class density, weak managerial support, ‎and parental resistance were also identified as limitations. These results ‎highlighted the importance of understanding teachers' perspectives to ‎inform the design and more effective implementation of future curriculum ‎changes in the mathematics curriculum, and suggested providing adequate ‎resources, aligning content with available teaching time, and strengthening ‎in-service training and managerial support.‎