This study seeks to analyze the problematization of establishing new schools during the Qajar era as one of the key policies of Iran's central government, using Carol Bacchi's "What’s the Problem Represented to Be?" (WPR) framework. All questions of this framework have been addressed through a text-based policy analysis approach. To this end, five texts were selected as the primary evidence for analysis, and the policy contexts were examined using historical documents and historians' analyses. The findings reveal that the establishment of modern educational institutions in Iran was more of a political policy than a purely educational initiative. The education system in Iran is more politically charged than any other new institution. Its establishment was, above all, a political act. This policy disrupted the existing social order and altered the social and political roles of various social classes, leading to political instability and subsequent transformations. In other words, the establishment of new schools in Iran represents a governmental policy that impacted not only education but also the social and political dimensions of society.