Education in Qajar Iran functioned as a field for reproducing power relations and social prestige. Educational endowments in pre-modern Islamic schools played a central role in the continuity and organization of local education. Relying on stable financial resources and religious legitimacy, these institutions enjoyed relative independence from political power, allowing for the continuity of education and the reproduction of religious literacy in the absence of direct government intervention.This study explains the organization of local education in Abadeh (1210-1344 AH) by analyzing the relationship between the institution of Waqf (endowment) and cultural capital. The central problem is how the educational system operated without direct central government intervention and how local elites managed this sphere within the “Protected Domains” (Mamalik-i Mahrusah) structure. Using a descriptive-analytical approach and multi-level documentary analysis of 42 archival sources (endowment deeds, school records, and administrative correspondence), the study employs Pierre Bourdieu’s “Cultural Reproduction” theory. Findings show that education in Abadeh was an “autonomous field” based on the institutional logic of Waqf. In the absence of a centralized bureaucracy, Waqf served as a strategic tool for converting elites’ economic capital into symbolic capital (prestige). The transition to modern education was a “hybrid process” emerging from traditional networks rather than a sudden rupture. The silence of documents regarding the lower classes confirms education’s role in reproducing structural inequalities under the guise of religious charity.