This study aims to examine and evaluate the educational logic governing the sequence and prerequisite relationships among courses on poetic and prose texts in the undergraduate curriculum of Persian Language and Literature. This qualitative study was conducted using a documentary-library method with a descriptive-analytical approach. Accordingly, all compulsory and elective courses on poetic and prose texts were examined, with 12 identified for critical review. The information about the courses was collected based on the tables and detailed sections of the curriculum. The findings show that, in some cases, the sequence and prerequisite relationships of poetic and prose courses follow a general and number-based pattern and are associated with several shortcomings. The most important of these are as follows: in some cases, the order in which the courses are offered is not consistent with the historical and developmental sequence of the texts. In some cases, the knowledge and skills gained from the prerequisite course do not provide an appropriate basis for entering the main course. In a number of cases, the assigned prerequisite is not consistent with the content, genre, and literary style of the main course, and sometimes the level of difficulty of the prerequisite course is not appropriate in relation to the main course. This article highlights the need for a systematic review of the curriculum, identifies its shortcomings based on the academic and educational requirements of Persian Language and Literature and the principles of curriculum development, and offers constructive suggestions for its improvement.