One of the most critical challenges facing the Muslim family and the Islamic school in the Netherlands is the formation of the identity of the child according to an equation that harmoniously combines his belonging to Islam and belonging to the multicultural Dutch society. The curricula of Islamic religious education are considered one of the essential tools in facing this challenge. This study aims to research fourteen values maid to help the child in the harmonious form of his Dutch Islamic identity in its three dimensions: collective, relational, and personal, by diagnosing the extent of these values in Islamic religious education curricula. This study relied on the descriptive approach, according to a comprehensive survey method, and using a questionnaire sent to the research community consisting of all religious education teachers in Islamic primary schools in the province of South Holland. In analyzing the data, the study relied on descriptive analysis methods. The study revealed that the general orientation of the research community is neutrality regarding the presence of four of these values, which are: human brotherhood, citizenship, at-tazkiyah (cleaning and development) and al-omran (being constructive), and also neutrality regarding the curricula's observance of cultural pluralism in the family and school environments of the child in presenting the values of the relational dimension. The study made recommendations related to the content of Islamic religious education curricula to raise their ability to contribute to the desired formation of the child's identity within the pluralistic Dutch social context and recommend benefiting from the experience of this research in similar social settings contexts.