Considering the theoretical shift caused by the anti-grammar movement of 1980 (Celce-Murcia, 1991) and the increase in the number of learners of Persian as a second language, this study investigated the realization of the consciousness-raising approach of grammar teaching in the intermediate level Persian Language Teaching course books in Iran. In so doing, this study focused on half of the intermediate level Persian Language Teaching course books and analyzed three of their common grammatical structures through the framework of Nitta and Gardner (2005). Results indicated that Iranian intermediate level Persian Language Teaching course books mainly use the Presentation-Practice trend aims at increasing learners' grammatical accuracy. They have mainly left the inductive approach at the cost of the deductive approach of grammar teaching and do not rely on the consciousness-raising tasks. This grants a privilege to the idea that language learning simply means increasing learners' metalinguistic knowledge and disregarding their critical thinking. Given that, Iranian teachers and material developers should let contextualized and purposeful grammar tasks find their way in Persian instruction.