The Iranian educational system has been facing, not only a shortage of techno-vocational teachers across all such schools and over the past one hundred years, but inadequacies in the qualities of those who have served in this sector. An analysis of the existing documents, undertaken herein, could reveal the methods by which such teachers are trained as the main culprit. Ever since the establishment of Daarolfonoon three approaches have been utilized in technical-vocational training: apprenticeship, hiring of teachers from abroad or sending teaching volunteers there, and the establishment of teacher training centers within the country. After the revolution of 1979, in addition to the graduates of these centers, the private sector has also been providing vocational schools with adjunct teaching staff. The training method used in these centers, similar to the method used by the adjunct staff, has shortcomings and advantages, both of which are explained herein. Based on the discovered shortcomings, it is suggested that volunteers for techno-vocational teaching should have a bachelor’s degree in    technical-vocational fields and then go through a master’s program for pedagogic knowledge and skills.