Iran's educational system, like many educational systems in the world, is facing the challenge of lacking mighty and efficient educational leaders. One of the ways to moderate the negative impact of such a challenge is to use the "succession system". The aim of this research is presenting a succession model of educational leaders in Iran's educational system. In terms of the method and nature, it was a qualitative research, and in terms of objective, it was an applied and analytical one. In order to achieve the goals, three questions were raised: What are the dimensions and components of succession that are suitable for Iran’s educational system, how was the proposed model based on these dimensions and components, and how valid is this model according to the experts’ opinions? To answer these research questions, the systematic review and content analysis methods were used. The research sample was selected using purposeful and convenience sampling methods. Data collection methods for the first question was documentary (58 sources); for the second question, the multi-stage cluster sampling was used at the macro level and expert sampling at the micro level for doing the semi-structured interview (with 34 people) and also for the third question, expert sampling was used with 12 people in the focus group. Findings on the first research question led to the identification of the three dimensions of organizational, individual and process factors and 61 components.  Findings on the second question led to the stabilization of nineteen components in the three dimensions: organizational (five components), individual (nine components) and process (five components). And finally, the related succession model was presented. The validity of the model was checked by the experts and they had consensus on it.