The present study aims to investigate the impact of removing course prerequisites on the dynamics of Iran's 3-3-6 educational system, from the perspective of mathematics teachers. This study employs a descriptive-survey research design. Data were collected from a purposive sample of 388 mathematics teachers from high schools across various provinces in Iran. A researcher-made questionnaire was used for data collection. Data analysis was performed using SPSS software, applying a one-sample t-test and stepwise regression. The results indicated that the removal of prerequisites in the 3-3-6 educational structure has a significant impact on the motivational, social, scientific skills, teaching-learning, and educational system efficiency indices (p<0.05). These five indices, when considered together, fully explain the observed variability in the educational system's dynamics. These findings suggest that either all aspects of the structural change were not considered or there are implementation issues. To improve Iran's new educational structure and achieve its objectives, complementary reforms and supportive measures appear necessary. Accordingly, enforcing prerequisites for mathematics courses, providing compensatory and supportive measures, and utilizing active teaching methods alongside educational technologies and artificial intelligence can significantly help improve the 3-3-6 educational system.