The purpose of this study is to propose a model for enhancing the cultural capital of primary school teachers in Lorestan Province’s education system. From the perspective of research philosophy, the study is positioned within the interpretive paradigm and adopts an inductive approach. It is classified as a qualitative study. The participants consisted of primary school teachers and principals from Lorestan Province, selected through purposive sampling. Based on the principle of theoretical saturation, the study reached its data adequacy through 12 interviews. Data were collected using semi-structured interviews and analyzed using Clarke and Braun’s thematic analysis method. The data analysis led to the identification of 106 initial codes, 24 sub-themes, and 5 main themes. The identified main themes include: individual factors, organizational factors, socio-cultural factors, professional factors, and environmental-institutional factors. The sub-themes include: self-awareness and intrinsic motivation, cognitive skills, emotional skills, creativity and innovation, self-management, educational policies, organizational culture, educational infrastructure, human resource management, organizational communication, social interactions, social capital, cultural influences of society, civic participation, strengthening teachers' cultural identity, specialized knowledge, teaching skills, continuous professional development, professional ethics, innovation in teaching, macro-regional policymaking, regional cultural infrastructures, inter-institutional interactions, and legal and institutional support.