Abstract At the threshold of constitutionalism, the place of Iran entered a new phase of change in the political, social, and cultural structure, which was very different from the previous period. The education system is one of the areas that has undergone significant changes during this period and has been transformed from traditional to modern methods. In the city of Yazd, the modern education system of the Qajar period, especially after the Constitution, experienced a growing trend following the wave of modernity in the country. This article seeks to ask what factors provided the grounds for the establishment and growth of the new educational system in Yazd. The paper states that in addition to providing social conditions for constitutionalism, Yazd Zoroastrians should be considered an influential and pioneering group in the way of the development of schools and, as a result, the establishment of a new way of teaching in Yazd. Additionally, other factors should be considered: Yazd’s trade and cultural ties with other European and Asian countries, due to the arrival of Orientalists and missionaries in Yazd; occupational emigration of Zoroastrian to India, followed by financial expansion and the establishment of educational institutions in their hometown; attracting the attention of Indian Persians to the spread of Zoroastrian religious knowledge; efforts of the rich and merchants of Yazd and some of the clergies and non-Zoroastrian religious minorities; the advent of the printing industry, followed by the emergence of newspapers and the exchange of information. Besides, the first steps in education of girls of Yazd, both in Zoroastrian girls’ schools and in missionary schools, were no exception. Introduction In the process of modern schools, Constitutional worked as an accelerator and reflection of public requests. The presence of Christian and Jewish missionaries in Iran was one of the issues that influenced the development of modern schools. This issue caused the preference of trading-economic aspects and also the presence of religious minorities like Jewish and Zoroastrian in this city. They made use of backwardness of education and remedy in cities of Iran, including Yazd, and paved the way to propagation by founding schools and medical centers; nevertheless, they influenced the education. So we can assume that the thought of modern education and the Constitutional Revolution had a mutual relation. Also, in Yazd city, as the Zoroastrian minority were exempted from usual prohibited things for Muslim women, followers of this religion accepted the training of women soon. In 1903 AD, Zoroastrians built the first Zoroastrian girls᾽ school in Yazd. This initiative was arising from the relation of Zoroastrians with their co-religions in India and Europe. Material & Methods Given that there is no independent work in the area of Yazd educational system in the discussed period, in this research, the authors have tried to study and clarify this subject by studying documents, available books, newspapers, journals, and other sources. Discussion of Results & Conclusions In Yazd city, in Pahlavi I period, important schools were built that still exist. Iranshahr, Keikhosravi, and Markar schools were of this kind of school. They give a clear vision of the transition of the traditional educational system to the modern one, explaining how Yazdi people accept modern schools and the extent to which school graduates affect the society or scientific-cultural and social sphere of the country. In the Qajar period, schools of Yazd Muslim citizens, like the whole country, had the same two, old-fashioned primary and religious Islamic schools of early kinds. In 1900, the first modern school of Yazd was built by Moshir al-mamālik Yazdi nearby the Shāh Square. Therefore, for the first time, kids learned. From Constitutional Revolution to Pahlavi I, many factors affected on the tendency of people of Yazd to modern education that some of them are: 1) commercial and cultural relations with other European and Asian countries especially India, 2) the graduates of Dar ul-Funun who worked as early teachers of modern schools, 3) the presence and the role of Zoroastrian religious minorities, 4) efforts of intellectuals, 5) the influence of newspapers and exchange of information, 6) the role of Christian and Jewish missionaries. Although this should be noted that Christian and Jewish missionaries pursued propaganda and other purposes, nevertheless, this kind of activity was effective in the establishment and development of modern schools in Yazd. The modern schools of Yazd that were effective in the formation of mental and thought sphere, social and political transition, and also educative teachings and civil welfare are: Keikhosravi high school: this school was built in 1869. This primary school was instituted eighteen years before Dar ul-funun. It was a primary school for twenty years and became a high school in 1889. Markar school: it was built in 1922 and its girls and boys primary school was established in 1927. Then its high school was instituted in 1934. Iranshahr school: it was the first cultural institution in Yazd that as a high school instituted and presented multiple and complete high school lessons. This high school was the continuation and complementation of the top state school of Yazd. Among the greatest scientific characters who taught in this high school, we can refer to Dr. Qini, the famous Iranian mathematician, Dr. Mohammad Ali Eslami Nodooshan, and Dr. Mohammad Hossein Papoli Yazdi. Izadpeyman girls high school: this was the first girl's school in Yazd, which was built in 1904 for Zoroastrian girls. The development of modern schools in Yazd confronted social, financial, and political problems. The biggest obstacle was the disagreement between traditionalists and some clergies. Families believed that old-fashioned primary school literacy was enough. Before schools became public, some of the families that had no financial ability didn’t let their children go to school. Girls, in the religious society such Yazd, above preventions like sitting in a classroom next to the following of other religions, confronted other preventions like Hijab and the distance from home to school. More importantly, the teaching of non-Muslim teachers wasn’t acceptable. As a result, following the Constitutional Revolution, many schools were built in Yazd and naturally modern schools some disagreements at the beginning, though traditional education besides the modern one, continued for a long time with special purposes. Religious minorities had a key role in the development of modern education in Yazd. Iranian Zoroastrian residents of India and the relation of Zoroastrians of Yazd with them were very effective in the transformation of the educational system. So, more than thirty girls and boys schools were built in Yazd and its suburbs that all of them were supported by the financial assistance of Iranian Zoroastrians who were residents of India. The development of new assets of civilization, such as the telegraph and printing industry, was very influential in transferring information and knowledge. When newspapers emerged, people's need for modern knowledge was reflected more than before. So, the modern educational system was gradually formed in Yazd and developed insofar as education of girls accepted as a necessity. Education of women who are half of the society, therefore, entered a new phase and they were educated in modern schools.