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Abstract The present study is carried out in order to analyze the existing Masters� Degree curriculum of Foundation of Education (ED 511). Descriptive survey design has been used in present study. 10 teachers of different college of Tribhuvan University and 20 post-graduation (M ED) students who studying at Sanothimi campus were selected as samples using purposive sampling methods. Results reveals that sufficient indigenous knowledge related contents are not instrumented in the existing curriculum of ED 511. Similarly, the results of the present study reveals that although the major general and specific objectives, contents, pedagogical activities and assessment procedures are satisfactory, sufficient indigenous knowledge friendly objectives and contents are not incorporated in the ED 511 curriculum. Only one topic related to indigenous knowledge is instrumented in the curriculum. Accordingly, general, specific objectives and assessment procedures cover some indigenous knowledge friendly contents. These provisions are not sufficient form the perspectives of indigenous knowledge. Similarly, indigenous knowledge that exists in society has historically been ignored and neglected. So, a majority of the respondents agreed that there is sufficient room for indigenous knowledge in the existing curriculum that could be incorporated in the Foundation of Education curriculum (ED 511). In this context, explicit and tacit indigenous knowledge could be instrumented in the existing ED. 511 curriculum easily. Accordingly, specific pedagogical practices and assessment procedure should be added for the effective implementation of these contents. Thus, it can be concluded that existing syllabus of ED 511 should be improved as per the norms of the changed need of the society and indigenous knowledge perspectives.