Background: Curriculum evaluation is a dynamic and indispensable process necessary to develop the curriculum, and to support decision-makers with evidences to guide the curriculum towards the intended goals. The Sustainable Development Goals (SDGs) are the most important universal goals to be taken into consideration by curriculum. SDGs represent a call to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030. Because education, through curriculum, is the nations’ key to accelerate the achievement of sustainable development, this study evaluates the content of the Palestinian curriculum and assesses the degree to which SDGs are included in the curriculum. Purpose: The study aimed to evaluate the Palestinian school curricula, through using national standards for each SDG, to examine the degree to which the SDGs are incorporated in the curricula, and to know whether there is variation in this incorporation among the different curricular subjects. Setting: The study evaluates the content of Palestinian curricula of the main subjects based on national curriculum standards developed and published in light of the SDGs. These subjects are: Arabic Language for grades 1-12, Science for grades 1-12, Mathematics for grades 1-12, Social Studies for grades 1-12, Technology for grades 5-12, Agricultural Sciences for grades 11-12, Renewable Energy for grades 11-12, Entrepreneurship and Business for grades 11-12, Management and Economy for grades 11-12, and Smart Buildings for grades 11-12. In addition, timeframe delimit is the academic year 2018-2019. Data Collection and Analysis: In order to evaluate content of the Palestinian curricula, descriptive-analytical methodology was used by utilizing content analysis of the guideline document for each curricular subject. Findings: The results showed variation in the inclusion of the SDGs, and absence of essential aspects. The fourth SDG (Quality Education) obtained the highest inclusion percentage with 28.5%. While the fourteenth SDG (Life below Water) obtained the lowest inclusion percentage with 0.8%. In light of the results, the study highlighted variation of the curriculum from SDGs and recommended for the development and enrichment of the Palestinian curriculum to ensure the inclusion of SDGs, with its all dimensions, considering that education in Palestine defined as the main gateway towards progressing achievement of the SDGs. Keywords: the 2030 agenda for sustainable development; content analysis; evaluation; SDGs; standards