Curriculum studies in primary and secondary education has a long history and tradition and it is quite normal to have a wide and diverse literature and various thinking camps in curriculum field. There is a very different story in curriculum debates in further and higher education. As a fundamental component of higher education, curricula have always received a fair amount of attention in practice. Postsecondary institutions have been forced to deal with curricula in order to survive. That is to say what is really missing is theorizing and conceptualizing the curriculum decision making in this sub specialist area of Higher Education. For this reason this paper has focused on designing a model for study of lived curriculum in higher education based on phenomenological approach that can be called Experiential Curriculum model (what student experience or what actually they learn based on their unique backgrounds, abilities, interests and so on).
The paper will discuss the following components based on a case study has been done in National University of Iran:

1.Nature of Lived Curriculum vs. Designed Curriculum
2.Levels and scopes of lived curriculum : Expected, Concealed, Interactive, learned and Transformative Curricula
3.Soft and hard levels of Lived curriculum based on accessibility
4.Target groups: Main and Marginal Audiences
5. Influence coefficient
6. Applications of Experiential Curriculum Model in Higher education