Adopting a qualitative and evaluative approach, this study critically analyzes the official syllabus of the ‎undergraduate course Sociology of Law in sociology programs in Iran, approved in 2021. The data were analyzed ‎using directed qualitative content analysis of documents based on two complementary frameworks: a five-layer ‎instructional design framework comprising basic information, learning content, the teaching–learning process, ‎assessment, and constructive alignment; and a five-domain framework for evaluating the content of sociology of law, ‎covering its nature and scope, theoretical foundations, thematic domains, empirical and methodological approaches, ‎and contemporary developments. Findings indicate that traditional and doctrinal legal classifications and concepts ‎dominate the organization of the content. Although the syllabus covers a broad range of topics, several core domains ‎of sociology of law—including “law in action,” “legal culture and awareness,” “legal institutions and professions,” ‎‎“legal disputes and access to justice,” and the relationship between law, power, and inequality—receive limited ‎analytical coverage. The empirical and research-oriented dimension of the field is also underrepresented, and full ‎alignment is lacking among the course’s analytical objectives, learning activities, and assessment methods. Overall, the ‎main challenge is not merely a shortage of topics, but a relative misalignment between the expected identity of the ‎Sociology of Law course and its substantive and pedagogical logic. Accordingly, syllabus revision could focus on ‎moving from thematic density toward sociological depth and reorganizing content around an empirical, analytical, and ‎problem-oriented study of the relationship between law and society.‎