An ethics-based education system leads to a transcendental society full of moral behaviors. The core of a values-based curriculum is to provide the grounds for the trainers and trainees through goals, content, teaching methods, evaluation methods and learning activities to get familiarize with moral virtues and internalize these values and moral merits in their thought, speech, and action via genuine activities. In this research, an attempt was made based on grounded theory and using Clarke's approach to analyze the situation of ethical behaviors not being shaped in accordance with the Islamic-Iranian model in students.   To this end, purposive sampling method was utilized and group interviews were conducted with informal conversations. Data analysis was done using the mapping method and the analytical organization of data was consolidated by constructing three types of maps, namely situational, social worlds/arenas, and positional maps.  To validate the findings, methods such as member checking as well as triangulation were utilized. Analyzing the obtained data on effective components in ethical behaviors not being shaped in students led to identifying eight components including "individual human agents, collective human agents, non-human components, method-based components, social components, evaluation-based components, and content and performance-based components.” The results revealed that in the destructive phenomenon of ethical behaviors not being shaped in students, there is a wide gap between the existing goals, content, methods, performance and assessment components regarded by parents, teachers and textbooks and their genuine counterparts. The results of the study were reported by drawing three maps and statement of the theory through expression of narratives and drawing figures.