The present study was conducted with the aim of critically analyzing the National Amin Plan and rethinking the role of religious missionaries in Iranian schools. The Amin Plan, as one of the macro-policies of Islamic education governance, is implemented with the aim of promoting religious identity, expanding moral values, and strengthening the social capital of students in schools. The present research method is quantitative and survey, and the statistical population includes all missionaries of the Amin Plan schools in Fars province. Using multi-stage cluster sampling, 479 missionaries were selected and data were collected through a researcher-made questionnaire with 20 items on a five-point Likert scale. The reliability of the instrument was confirmed with a Cronbach's alpha coefficient of 0.94, which indicates high internal consistency of the items. The findings showed that the cooperation between school administrators and staff with missionaries is assessed at a desirable level and the emotional relationships between missionaries and students are very strong; however, the lack of cultural facilities, limitations in multimedia tools, and weakness in systematic communication with parents are considered to be the main challenges in implementing the plan. Analysis of the results within the framework of social capital theory showed that although bonding social capital has been strengthened at the school level, bridging and institutional social capital still needs to be strengthened due to weak communication with parents and lack of sufficient structural support. Accordingly, the present study, while providing policy solutions and comparative comparison with international experiences, draws a comprehensive and strategic picture of the path forward of the Amin Plan in the Iranian education system.