In this study a proposal for a sustainable curriculum design model for interior architecture education is developed. Basing on educationists', management scientists' and system scientists' approach, a composite model of curriculum development and design is worked out. In this model proposal grounding mainly on cybernetic systems design, by analyzing internal and external systems, their subsystems and parts, the effects on the education program can be understood. Through these analysis the subsystems and their parts of the Interior Architecture education system understood thoroughly as well. Students, teaching faculty, staff, academic studies, courses, finance, building and technical facilities constitute the main parts of education program. Understanding of parts of the interior architecture education program and providing communication and control among these parts, evaluation of performance and control of these parts and basing on these findings taking necessary precautions constitutes the model. And depending on that a hypothesis is constructed, which mainly argues the education program must be understood as a system thus affected by natural, social, knowledge and professional systems. Two independent researches have been conducted which were carried out among participants of the curriculum system and research on universities' curricula, which based on social sciences qualitative and quantitative research techniques and the findings interpreted by hermenutics research techniques. These researches prove the model and the hypothesis. At the end of the study it is concluded that curriculum must consist of management, education and control parts.