Qajar-era mosque-schools in Tehran are among the buildings that were built with political and social goals, and their decorations in the form of carvings and inscriptions indicate the type of thinking that prevailed in society or the creation of a special routine and flow within society. These buildings, which have had both religious and educational uses, have very beautiful decorations, including tiling, brickwork, stone carving, and wooden decorations that contain important patterns (knotwork and moqaranes). The aim of the research is to visually analyze the tilework of Qajar mosque-schools in Tehran from the perspective of Gestalt principles and the typology of their inscription content. The article seeks to answer the question: What is the diversity of tilework and inscriptions in mosques-schools of the Qajar era? The research method is descriptive-analytical, and the method of collecting information is library and especially field. The research findings show that in the mosque-schools of the Qajar era, rich and ancient Iranian and Islamic motifs were used, including plant motifs such as flower vases, flower bouquets, London flowers, and in geometric bouquets, crosses, girihchini, and multi-petaled flowers. In the tile designs of the mosques of Tehran schools, Gestalt principles can be followed, and the use of Quranic verses, hadiths, and Persian poems in inscriptions with religious themes and components of the people's beliefs, such as belief in learning, references to moral principles or recognition of the moral virtues of the Imams and prophets, etc., shows that the themes of the inscriptions were intended to legitimize the Qajar government.The research method is descriptive-analytical and the method of collecting information was library and especially fieldwork. The findings of the research show that rich and ancient Iranian and Islamic motifs, including plant motifs such as flower pots, flower bouquets, Londoni flowers, and cruciforms, Chinese knots and multi-colored flowers were used in the Qajar era mosque-schools. Also, the use of Quranic verses, hadiths, Persian poems in inscriptions with religious themes and religious components of the people such as belief in learning science, referring to moral principles or recognizing the moral feature of imams and prophets, etc. shows the themes of the inscriptions. It was for the purpose of legitimizing the Qajar government.