To explore the understanding of Yasuji’s elementary school teachers of arts and esthetics training, which is one of the six main areas of training within the I.R.’s Fundamental Reform Document of Education (FRDE), a sample of 21 such teachers were gradually selected and interviewed to the point of data saturation within a semi-structured framework. The responses were then deductively content analyzed. Findings show that the pivotal subsections of the objectives section in arts and aesthetics training include the following: 1. blossoming of arts and aesthetics, 2. art training is not aimed at producing professional artists, 3. identification of students’ aptitudes and their all-around development. As for the general orientation of the area, the main subsections include: 1. art as an objective, and 2. art as an instrument. In the foundations section of the area the following principles were identified: 1. arts training affects learning in general, 2. arts, and aesthetics training helps with the discovery of children’s potentials and the development of their creativity, and 3. decoding and creation of meaning. Within the Iranian educational system, according to the interviewed teachers, arts and aesthetics training in elementary schools has not been paid the attention it deserves.