Modern schools were a cultural phenomenon in Iran during the late Qajar period, which expanded despite numerous challenges after the Constitutional Revolution and were even established in some more distant areas such as Birjand. Shokatiyeh School was the first modern school in Birjand, established in 1325 AH. Fifteen years later, the first girls' school in Birjand was established, called "Shokatiyeh Nisvān," which had more problems than the boys' school. No research has been conducted so far on the various problems of this school. Therefore, the present study, relying on the documents of the Astāne Quds Razavi Document Center and using the historical research method (descriptive-analytical), will address the most important challenges of the first girls' school in Birjand in the first 14 years of its operation in order to answer the research questions. What were the most important challenges of the Shokatiyeh Nisvan School? Where did the Shokatiyeh Nisvān challenges originate from? And how were they resolved? The present study showed that cultural, financial, and administrative challenges were the most important problems of Shokatiye Nisvān. Shokat al-Mulk II, his mother, and some clerics played an important role in solving the problems of Shaukatiya Nesvān. The lack of local expertise was another challenge that was solved by employing managers such as Tuba Mahmoudi, Hakim Elāhī, and Prince Abu al-Moluki. Non-native managers faced various financial problems due to not receiving their salaries on time. The use of female teachers to teach French was another challenge that led to the hiring of Russian women. The weak financial structure and inconsistency in the payment of salaries to principals and teachers, and the unfamiliarity of some native teachers with the educational structure were other educational challenges at Shokatiye Nisvān, which were reduced after the school was integrated into public schools