Social welfare is a series of produces and actions that weaken and diminish the problems which are arise from uncoordinated economic development in health, education and remedial fields. Most of these efforts focus on the difficulties for obtaining extended social justice. Based on the social justice literature, this phenomenon is divided in space to distributive and procedural justice. Usually in this framework, particularly in distributive justice area, criteria such as equity, equality, need and somehow economic individualism are applied to judge about social justice. From this point of view, schools and educational systems, are the based pillars of delivering the educational services which is included in social welfare domains. In addition, schools and educational systems (i,e public and private schools) are able to affect people's attitudes toward training, educational, social and economical domains in private schools and current approaches to social justice. In this essay, on the basis of multi-stages sampling, one thousand and five hundreds people of avenues and allies were selected in the form of a field study, and they were asked to say their attitudes toward private schools and social justice approaches. The main purpose of this research also was the path analysis of attitudes toward private schools (in training, educational, social and economical demains as the predictive variables) with social justice approaches (including equity, equality, need and economic individualism as the criterion variables). Path coefficients and path graphs which attained from the collected data analysis, showed that only the social attitudes toward private schools have a reversed relationship with equality, equality and need (in common) approaches to social justice. Also path analysis showed that training, educational and economical attitudes toward private school have indirect. Relationship with eqyality and equality with need (in common) approaches in social justice. That is, the relationship between three above attitudinal domains with equality and equality with need (in common) approaches are indirectly accounted for through social attitudes toward private schools