During the ongoing Islamic rule in Iran, the school system has changed several times since the Islamic Revolution that occurred in 1979. As the kingdom fell and political fundamentalists assumed power in Iran, religion has become a focal point of reference in Iranian textbooks. The aim of this study is to find out how the school system was affected and what the main changes were after the revolution. By doing a qualitative textual analysis, the author expects to answer the primary question related to Iran’s educational policy through various research questions such as: how and why did the school system in Iran change after 1979? To fulfill the purpose of the research, the theoretical aim of the study will be based on Michael Gibbon's perspective of knowledge production. Where I will discuss the role of knowledge production in relation to political interests. All Persian words and concepts that will be presented in the study will be written with a Swedish translation for the sake of the reader. This is because the written language differs. The author is responsible for all translations of this essay.