The present study aims to explore and analyze criteria for designing the pre-school centers and primary schools’ available educational spaces and their adjustment with the criteria of multi-dimensional curriculum. So, this study benefitted from both qualitative and quantitative approaches. The statistical population of the qualitative part of the study consisted of the available documents for these standards and as for the quantitative investigation, all the pre-school centers and primary schools of the 3rd educational district of the city Karaj that used the multi-dimensional curriculum. Using the random sampling method, 20 pre-school centers and primary schools at the 3rd educational district of the city Karaj were selected as the research sample. The research instrument included a researcher-made checklist. The qualitative data was analyzed using frequency and chart and the quantitative data was analyzed using independent samples t-test. In order to document this process, the centers which applied this curriculum were observed. The results showed that adding these standards to the physical ones can cover many of the educational limitations in the present non-standard spaces by virtue of the curriculum and also it serves as a must in the educational space designing, based on the new areas of the present study. What is emphasized in this study is to consider the capacities of multi-dimensional curriculum for the optimal use of physical facilities and limitations as well as enrichment of learning opportunities through the lens of planning in educational space design. In spite of the physical space limitations, pre-school centers, based on multi-dimensional curriculum have been successful in developing skills in children, which other centers especially primary schools were not able to do so. The findings revealed a meaningful and positive relationship between the criteria for designing the educational spaces based on the multi-dimensional curriculum at the pre-school level , however, as far as the primary school is concerned, the space is not so based on the multi-dimensional curriculum i.e., either it does not have the criteria defined based on the multi-dimensional curriculum, or its use is rare.