The prevailing view in the Iranian education system is that good education depends on the individual characteristics of the teacher. Therefore, students, families and even the educational system seek to discover the good teacher and identify the bad teacher. Professional knowledge and skills are influenced by the culture of that nation, as is the case with the attitudes and perspectives of a nation that form common interpretations of the "good" and "bad" teacher. A good-effective teacher in Iran may - be able to teach mathematics well or raise student acceptance rates in sample schools! . Whereas in a country like Finland such definitions are far from being a good teacher. What is important is that one cannot think of changing one's educational system without knowing the culture of education of one nation. Indeed, teaching is also a cultural activity that, like any other cultural activity, has signs of that nation's culture. Similarly, "lesson research" has been introduced as an effective model of teacher education and empowerment that derives from Japanese culture. This model has been implemented in the Iranian education system for many years, but with similar results in Japan or even other countries have not reached. In this article, with a "phenomenological" approach based on one's own lived experience as a "research interface", the main features of the "lesson research" such as participation, discipline, study, criticism, evaluation and ... Its similarities in the two cultures of Iran and Japan; the reasons for the success or failure of this project have been analyzed with regard to the degree of cultural readiness of both educational systems.