Schools have the potential to be key settings for promoting health literacy, provided teachers are health literate. To this end, it is critical that pre-service health literacy curricula can adequately prepare teachers to meet the health literacy needs of future generations. In this study, we bring into focus the elements of a health literacy curriculum design, using the Dialogue Education approach. In an iterative process, qualitative inquiry methods were applied to develop the components of a dialogic health literacy curriculum for pre-service teacher education in Iran. The research design included two focus groups interviews with pre-service teachers, 12 face-to-face interviews with an expert panel, and a qualitative survey with 228 practicing teachers in Tehran. Data were analysed using thematic analysis, wherein they were coded and categorised in predetermined themes according to Vella's [2008. "On teaching and learning: Putting the principles and practices of Dialogue Education into Action." San Francisco, CA: Jossey-Bass] curriculum components. This paper focuses on the processes undertaken in the development of a dialogic health literacy curriculum. The curriculum is characterised by a focus on the educational needs of the learners, positioning teachers as health promotion agents and providing neophyte teachers with a range of pedagogic resources for developing key health concepts.