This study aims to identify the educational and developmental realm and determine its educational components based on the model of tolerance and forbearance derived from the Quran and Nahj al-Balagha. The study was conducted using a qualitative approach, employing the grounded theory methodology for model design. The research domain included all verses of the Quran and sections of Nahj al-Balagha, including letters, sermons, proverbs, and more. The analysis of the research domain was carried out gradually based on keywords and recurring words related to the topic, with a focus on appropriate Persian and Arabic keywords such as tasāhul (tolerance), tasāmuh (forbearance), sahla (ease), samha (leniency), al-tasīr (facilitation), al-tasāhul (tolerance), al-suhūlah (simplicity), āsnī (ease), ‘afw (forgiveness), līn (gentleness), mudārā (tact), and soft-heartedness. This process continued until theoretical saturation was reached. For reviewing theoretical and research backgrounds, a library-based method and note-taking tool were employed, ensuring the fulfillment of alternative validity and reliability criteria based on trustworthiness, credibility, and dependability. Data analysis was conducted using the Glaserian method (open, selective, and theoretical coding). The findings presented the model of tolerance and forbearance in the educational and developmental realm, incorporating four educational domains: faith and worship, education and development, social relations, and individual ethics, all aimed at the nurturing and development of humanity. Based on the findings, the educational and developmental components of this model include: advice with a focus on tolerance, gentle counsel through storytelling, flexibility in educational methods, nurturing the educational environment, introducing a model of gentleness, and teaching with love. These components can serve as a new guide to transform schools into beloved places, fostering an atmosphere of affection.