This research aims to examine and identify the internalized teaching components of primary school teachers from the perspective of the areas of the Education and Training Development Document. The present research method was applied in terms of purpose and qualitative in terms of data collection and phenomenological in terms of research; for this purpose, 21 teachers and educational leaders with sufficient experience in teaching elementary education in Karaj city were selected through purposive sampling until information saturation was reached and they participated in semi-structured interviews. The conversations were recorded with permission from the individuals and transcribed, and sentences and phrases were analyzed using the Collaizi method. The research findings were presented in the form of 4 concepts and 9 sub-concepts, namely: 1- Human relationships (including teacher and student, media and family, school and parents), 2- Professional competencies (including teaching skills and professional knowledge), 3- General competencies (including personality traits, skills) and 4- Beliefs and attitudes (including moral-value, psychological). According to the research findings, it is recommended to pay attention to human factors, competencies (specialized, general), and emotional-value characteristics of elementary school teachers in the education development document. According to the research findings, it is suggested that education system decision-makers design and implement appropriate in-service courses for effective teaching of elementary teachers in terms of human relations, teaching competencies, ethical and psychological characteristics, so that by rethinking their education and teaching, they can pay attention to the dimension of discipleship and the components of transformative teaching.