As an emerging democratic country, Indonesia with its multicultural society has some challenges such as disintegration, radicalism, terrorism, and building harmony and peace among its diverse society. In education context, many scholars believe that citizenship education is one of effective solutions since it could foster democratic values, maintain democratic society, and create good citizens. However, the curriculum design for citizenship education in Indonesia, especially in Islamic boarding schools (Pesantren), is still contested. Pesantren is considered as the indigenous Indonesian Islamic education institution which has a significant role in educating Indonesian youth since pre colonialism era. This research aims to investigate the curriculum design for citizenship education in three Indonesian Pesantrens in the context of addressing the challenges of Indonesian multicultural society. The research found that the three Pesantrens share the similar model of curriculum by combining formal, informal, and hidden curriculum. This is because they employ full boarding system that enables them to develop formal, informal, and non-formal education in an integrated campus. However, their approach to formal curriculum of citizenship education is different. The first, second, and third Pesantren employ integrated approach, cross curricular approach, and separate subject approach respectively. Regardless this different approach, Pesantren-based model of citizenship education curriculum might enable students to be engaged in a collaborative learning since they live together with their friends and teachers in the integrated campus. As a result, they potentially have more citizenship competencies than day students which will be very useful for them to address the challenge of Indonesian multicultural society.