Subject: This research aims to explain the curriculum implementation model in mosque-centered schools, and has conducted a case study of two schools: Masjestan and Hazrat Ruhollah. These schools, as transformational models in the country’s formal education system, have been formed with the aim of eliminating educational and training gaps and in line with the implementation of the Fundamental Education Transformation Document and the National Curriculum Document. What is carefully prepared in the curriculum design stage in the form of upstream documents and in the compilation stage in the form of textbooks, regulations, and notifications, must ultimately be implemented in the school, otherwise all previous efforts will be in vain. Therefore, achieving an efficient model in curriculum implementation is an undeniable necessity.
Methodology: The research method is descriptive-analytical with a qualitative approach that uses a combination of documentary methods, semi-structured interviews, and field observation to collect data, and data analysis was carried out using thematic analysis and thematic network approaches. Given that one of the criticisms of the case study method is the low internal and external validity, the use of triangulation in qualitative research, especially in case analysis, helps to overcome this deficiency. For this purpose, the correspondence of the thematic network of the curriculum implementation model extracted from the interviews with the existing empirical data and objective observations has been examined. After studying the documentation of mosque-centered schools and conducting interviews, all the concepts of the resulting text were coded. In the next stage, basic themes, as well as organizing and overarching themes, were extracted from the initial codes. Finally, in order to validate the results, the extracted organizing themes were matched with the documentary data and the researcher’s field observations using the data triangulation method. 
Findings: The research sought to answer the central question: What model do mosque-centered schools use in implementing the curriculum? The findings show that the curriculum implementation model of these schools is based on three main axes: “human factors”, “educational environment”, and “implementation methods and strategies”. In analyzing the basic, organizing, and comprehensive themes of this research, it was found that mosque-centered schools, by emphasizing the human factors of curriculum implementation and its implementation methods and strategies, have been efficient and effective in achieving the goals of the Fundamental Education Transformation Document and the National Curriculum Document. One of the outstanding features of mosque-centered schools is the prominent role of principals in guiding and coordinating curricula and training. The principals of these schools are known not only as educational leaders, but also as the main supporters of teachers and students. The direct and intimate communication of the principals with teachers and students allows them to be closely informed about the problems and challenges and to improve the educational and training process by making effective and timely decisions. The principals of these schools actively have regular and effective meetings with teachers and are present alongside the teachers in the educational environment, which ensures that the coordination between the educational and training goals in the school is carried out in the best possible way. 
Conclusion: The central role of principals reflects Fullan’s (2007) emphasis on the importance of local characteristics (including the role of the school principal) in the curriculum implementation process and shows that in practice the principal has acted as a determining local variable. Another strength of these schools is the role of the instructors. The teacher is at the forefront of implementing the curriculum. The initiative of using instructors in these schools not only contributes to the transfer of knowledge to students, but also to the upbringing and development of their moral and social dimensions. In mosque-centered schools, instructors, as individuals with valuable and educated personality traits, have a much closer and broader relationship with students than the teacher. This close and broad relationship means that they have a much greater capacity to implement the curriculum than teachers in regular schools. Given their intimate relationships and ability to accurately understand the needs of students, instructors can be effective educational and scientific models for them, thereby contributing to more effective implementation of curricula. In summary, the analysis of the executive role of instructors and principals in answering the main research question of the program implementation model in mosque-centered schools shows that active human resources close to students are important factors in facilitating the implementation of the curriculum in these schools.