As quantum technologies increasingly impact society and the workforce, there is a growing need to integrate quantum physics (QP) education into all levels of the curriculum, including secondary education. However, despite increasing interest, there is little consensus on which topics should be covered and to what depth. This study addresses this issue by exploring experts’ perspectives on the future of QP education at the secondary school level. Using an adapted Delphi method, we conducted three rounds of surveys with a diverse panel of quantum physics and physics education experts. The study aimed to identify the most appropriate QP concepts for inclusion in secondary school curricula and the instructional level at which they should be taught. The findings show strong expert support for including foundational QP topics, such as quantum interference, superposition, and quantum measurement, taught at a conceptual rather than a mathematical level. More advanced topics related to quantum technologies were widely deemed unsuitable for the secondary school. These results are consistent with existing national curricula and provide valuable insights into current perspectives on QP education, reinforcing the importance of core quantum physics concepts in secondary education. These insights lay the groundwork for further research into the future direction of quantum education and support the integration of quantum technologies into secondary school curricula.