The aim of the present study was to investigate the relationship between perceived ethical climate and classroom teaching styles and organizational learning of second-grade elementary school teachers in Berdsken. The method of this study was applied in terms of purpose, descriptive in nature, and correlational in terms of method. The statistical population of this study consisted of all second-grade elementary school teachers in Berdsken, 190 in the academic year 1401-1402. The Cochran formula was used to select the statistical sample, which was proportional to the population size of 127 second-grade elementary school teachers in Berdsken through stratified sampling based on gender. The data collection tools were three questionnaires: Victor and Cullen's perceived ethical climate (1987), Paloz and Maricotto's teaching styles (2013), and Tuy Pham and Swierczek's organizational learning (2006). Pearson correlation and multiple regression tests were used to analyze the data. The results of the hypothesis test showed that the correlation coefficient of perceived ethical climate with teaching style is (0.619) and perceived ethical climate with organizational learning is (0.758), which shows that at the 0.01 error level and with 99% confidence, the variables have a significant relationship (p<0.01), which is positive and direct, meaning that the higher the level of teaching and organizational learning styles of second grade elementary school teachers in Berdsken, the higher their perceived ethical climate will be. Also, organizational learning has the greatest contribution in predicting the perceived ethical climate of second grade elementary school teachers in Berdsken.