The reforms made to Pahlavi era elementary textbooks by the Islamic Republic of Iran have been well-documented in the literature. This project is the first to analyze changes made to textbooks exclusively within the postrevolutionary period. Drawing on original research carried out during 2008-2009 in the archives of Iran's Ministry of Education, I show that the religious and political messages found in postrevolutionary elementary Farsi textbooks (Grades 1-5) have been highly unstable and inconsistent over the past 30 years. The curriculum contains four distinct phases, most notably the radical Islamicization of primers in the period 1987-1989, a full eight years after the revolution and not during the Cultural Revolution of 1980-1983 as is routinely asserted by scholars. More than just primers, these textbooks serve as the foundation of the state's project to produce the New Islamic Citizen by providing young students with their first exposure to the ideology of the Revolution and the official values of the Islamic Republic. This research demonstrates that internal struggles to consolidate the revolution as well as to institutionalize the postrevolutionary Ministry of Education continued well after the 1979 Revolution. I conclude that schooling can provide a powerful lens for understanding competition and shifting power between political groups in the Islamic Republic, and should not be seen as functional ideological apparatuses.