Abstract
After the foundation of Iraq in 1921, Kurds tried to achieve their own ethnic right within this new country. Although a part of South Kurdistan (Sulaimania and its suburbs) was not a part of this new government, British authorities made their best to enhance the relationship between Kurds and Iraqi authorities; and as a consequence of Britain insistence and the support of League of Nations, Mosul province was attached to Iraqi government on 16th December 1925, After conducting the election for the foundation assembly, Kurdish representatives made their effort to enjoy formally the right of education in their native language, but this demand was strongly rejected by the majority of the Arab members.
 Kurdish representatives in the Iraqi House of Representatives, through discussions on the council or by memorandum, called for an improvement in the situation of Kurdish education, and the most notable memorandum that Kurdish representatives presented to the Ministry of Education in June 1928, which called for the reopening of the school that they needed and formed committees to set up books and translate schools into Kurdish, but Ma'arif officials rejected their requests, believing that the curriculum was better in Arabic, and they described the Kurdish language as a weak language. Although under Article (16) of Iraq’s Constitution and Article (9) of the Local Language Act of 1931, education in primary schools with a majority of Kurdish population should have been in Kurdish, however the rules have not been implemented as necessary.
 The main objective of this research is to demonstrate the efforts of Kurdish representatives to improve the education situation in the Kurdish region, and the research method is to determine the historical truth that Kurdish representatives have requested for Kurdish studies, except for the small number, and many Arabs in parliament have rejected their requests.
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