Abstarct: Abstract English curriculum used in the public sector of Iran was intact for 27 years. The inefficiency of this curriculum as followed by stakeholders’ dissatisfaction and resulted in a shift away from the traditional syllabus toward Communicative Language Teaching (CLT) syllabus. Though promising both in theory and practice, this top-down change, which aimed at improving comunicative skills, suffers from a wave of inconsistencies leading to stakeholders’ dissatisfaction. To uncover roots of dissatisfaction, this study aims to critically analyze parts of the National Curriculum dealing with the English language education and Tasnim Press interview with Alavi-Moghaddam, the head of English department to explore whether it shows reality or distorts reality. To uncover distortions and inculcations, this study applied techniques of Critical Discourse Analysis (CDA), including experiential values of words, qualitative exxpressions, nominalization, modality, transactive and non-transactive frxameworks to unearth instances of inculcations. The findings revealed that the recent change is a Curriculum reform rather than a curriculum change, there is Inconsistency between theory and practice, the Curriculum reform creates false consciousness, and English course is considered as a threat to Iran’s culture. In turn, this study suggests the beneficiaries to explore the rhetoric of the curriculum change, investigate the change in practice, make a comparison between theory and practice by an analytical view on the discourse of change and judge whether Iran’s educational condition is prepared enough to welcome the recent radical top-down change and whether the recent change is a productive step or an unproductive one toward the educational improvement.