To portray the overall culture of learning among Iranian students through identification of its components and suggesting a framework, the findings of all previous research, conducted prior to 2019, are synthesized through Roberts’ model herein. Based on the quality of the research, 13 reports were selected and their findings categorized. To validate the categorization, the categories were peer reviewed and externally evaluated. Data analyses yielded a high measure of agreement among reviewers (0.81). The main components of the Iranian students’ culture of learning are identified as the following: learning supervision, learning activities, teacher’s instructional perspective, classroom management, students’ attitude, learning environment, students’ social interactions, and students’ learning habits.