History education during the second Pahlavi period was considered one of the main tools for ideological guidance of the Iranian educational system, and the Supreme Council of Culture and then the Ministry of Education played a decisive role in formulating and approving related policies. Despite the importance of this institution, no comprehensive research has been conducted so far on how history education is represented and decided in the meetings of the council. Accordingly, the main question of the research is what process did history education undergo in the documents and resolutions of the Supreme Council of Culture and Education during the years 1320 to 1354 and what implications does it have for understanding the cultural policy of the Pahlavi government? The aim of the research is to explain the process of developments in history education and analyze the discourse governing the decisions of the council. The research was conducted using the method of document analysis and by examining 66 official minutes of the council during the mentioned period. The findings show that history education during this period fluctuated between two conflicting approaches: “cultural developmentism” and “institutional neglect”. In a way that, alongside efforts to improve educational quality, there are periods of interruption and neglect. This fluctuation is a reflection of the instability of educational policies and a limited understanding of the social function of history. The results of the research can be useful for policymakers, curriculum designers, and researchers of the history of education in rethinking the place of history in the curriculum and rebuilding cultural identity in the Iranian educational system.