The present study examined the school climate of various types of schools in Tehran Iran. School climate was defined as the perceptions of 9th grade pupils in five areas: People, Programs, Policies, Processes, and Places based on the Invitational Theory and Practice paradigm. In this study we examined the climate of three types of schools: public, government samples, and nonprofit schools. In order to examine this, a valid and reliable instrument that measure the perceptions of school climate was needed. Therefore, the researchers used the Inviting School Survey (Revised Version 2015, ISS-R) based on an investigation of the factor structure, validity and reliability of the ISS-R (translated form). Results showed that translated version of ISS-R had an acceptable internal consistency, Cronbach's alpha coefficient for the total scale was 0.96 and for subscales was between 0.73 and 0.92 and confirmatory factor analysis confirmed that the structure of the translated version of ISS-R provided an acceptable fit with the data and all goodness indicators of fitness for the model. The results of the study showed that unfortunately the school climate for Tehran public schools were identified as disinviting. For these schools, the mean of most factors was less than 3. Program (3.09) and Process (3.04) factors for these schools were identified as somewhat inviting. However, with the other two types of Tehran schools studied, all factors but place were identified as somewhat inviting. The mean of the place factor for government samples and nonprofit schools was identified as disinviting.