Given the difficulties facing non-Farsi speaking preschoolers in learning Farsi, the national language, having a desirable language teaching/learning model seems necessary. To design and validate such a model, initially the present language learning curriculum was critically reviewed, related documents perused, 16 experts in curriculum, education, linguistics, and psychology interviewed, and 2 focused groups of linguists and preschool teachers from the areas facing duality of language at home and school were consulted in order to identify and confirm the desired curriculum constituents and construct a questionnaire, the validity and reliability of which was assessed to be adequate. The data collected were analyzed and the needed constituents for constructing the model were derived. To validate the content of the derived model Lawshe’s method was used and both CVI and CVR were calculated to be adequate. Hopefully, this model can help with the improvement in educational justice in areas struggling with duality of home and school languages.