The present study aimed to identify the challenges associated with the multi-authored development of Iranian elementary school textbooks—with a focus on multicultural curriculum planning—and to propose relevant solutions, as viewed by textbook authors and curriculum planning specialists. The study employed a qualitative approach utilizing inductive qualitative content analysis. Participants included 11 textbook authors/experts and 12 curriculum planning specialists, . Data were collected via semi-structured interviews . The trustworthiness of the data was assessed based on Lincoln and Guba’s four criteria. The findings identified six primary challenges: cultural and linguistic plurality; the difficulty of reconciling local and national identities; the absence of an operational model for multi-author development; the challenge of ensuring the cultural appropriateness of content; a shortage or lack of capacity among local experts; and institutional and social resistance. Furthermore, seven strategies were identified: ensuring the equitable representation of cultural diversity; harmonizing local and national content; developing an operational model; establishing a validation and quality assurance system; recruiting and coordinating local authors; empowering specialized human resources; and fostering a supportive social culture. The results indicate that implementing a multi-authored approach to textbook development within a multicultural framework requires addressing existing challenges and designing/examining proposed strategies for their practical implementation.