Assuming that democratic social values are absent from the Iranian educational system, views of 13 assumed experts were sought through semi-structured interviews. The interviewees were from among teachers with doctoral degrees and those with extensive work experience in the province of Hormozgan. Theme analyses of the responses resulted in 7 general, 14 organizing, and 29 basic themes. The validity of themes was assessed through cross examination by two experts. The findings show that the main barriers for the inclusion of social democratic values in Iranian educational system, among others, are: the very structure and power hierarchy of the system, teachers’ incompetency in this regard, the curricula, and inappropriate textbooks. Hence, it is up to the educational planners and decision makers to prepare the grounds for the inclusion of these values in all aspects of the system.