Rhizomatic is a way of thinking that disrupts the more traditional, hegemonic and linear approach that traditionally dominates the educational system and deals with the conceptual changes that can be derived from (creative) thinking. The purpose of the current research was to identify the bases and requirements for designing a curriculum model based on rhizomatic knowledge.The method was qualitative research (thematic analysis). The statistical population consisted of 12 professors and curriculum experts who were selected and participated in the study by purposive sampling method, the intended tool was interview, which validity was checked by triangulation and reliability by Kappa index. Data analysis was done based on the Brown and Clark model and three types of coding: basic themes, organizing themes, and pervasive themes. Results showed the foundations and requirements of designing a curriculum model based on rhizomatic knowledge in primary schools of the country under the influence of 176 basic themes and 23 organizing themes and 4 comprehensive themes (1- attention to the philosophy and basics of the rhizomatic approach 2- fundamental transformation in the planning system Lesson 3- Innovation in the goals and strategies of education and teaching 4- Considering the individual and functional characteristics of students. In order to have a curriculum based on rhizomatic knowledge, the bases and requirements that were identified in the design of the curriculum model based on rhizomatic knowledge should be taken into consideration by the educational system and curriculum planners.