Objective: The purpose of the study was to investigate the value system of exceptional schools teachers. Method: This study is survey research.  For this purpose, the sample was included 160 persons who were selected with proportional classification method across the Bushehr exceptional schools teachers in the academic year: 2010 – 2011. For data gathering, the Schwartz, Melech, Burgess, Harris and Owens portrait value questionnaire was used and its validity and reliability was calculated and verified. For data analysis, repeated measures analysis of variance, paired sample t-test, one – way ANOVA, and independent sample t- test were used. Findings: The results showed that the value system of Bushehr exceptional schools teachers were including ranked dimensions: universalism, security, conformity, self-direction, benevolence, tradition, achievement, stimulation, hedonism and power. Furthermore, there are more tendency to the individual values rather than collective values; conservation values rather than the openness to change values and self - enhancement values rather than the self - transcendence values in the value system of exceptional schools teachers in significant way. Conclusion: So it can be said that value system of exceptional schools teachers, have largely match with the ranking of values between various societies, groups and cultures.