This study aimed to identify and analyze the semantic constructs of the desirable student's identity in the upstream documents of the formal education system of the Islamic Republic of Iran. It sought to answer the question of what categories and semantic constructs constitute the desirable student's identity in these documents and what core theme gives meaning to them. The research employed a qualitative approach and inductive qualitative content analysis. The documents examined included the "National Cultural Engineering Document," the "1404 Vision Document," the "Fundamental Transformation of Education Document," the "National Curriculum Document," and the "Statute of the National Education and Training Organization." The unit of analysis was the theme, and the unit of context was the entire text of the documents. Coding was performed openly and then axially, and finally the final categories were extracted. A total of 13 general categories were extracted from the documents: believer, revolutionary, Iranian, flourishing, committed and frugal, active agent, creative, knowledge-seeker, interactive, rational, environmentalist, protector of family values, and educated. The three constructs "believer," "revolutionary," and "Iranian" were the most frequent and central categories. The extracted core theme was "a believer, Iranian-Islamic, and revolutionary student loyal to the beliefs and values of Islam and the Revolution." Comparing the findings with the study's conceptual framework (theories of the active human agent and interpretive reproduction) showed that some theoretical categories such as believer, active agent, flourishing, and environmentalist were consistent with the documents, but categories such as healthy, introspective, beneficent, aesthetically oriented, and nature-familiar had no place in the documents. This gap indicates a content deficiency in the documents regarding attention to the comprehensive development of the student's personality.