Persian compound verbs have been a matter of debate in research and a challenge for teaching and learning Persian as a second or foreign language. Their complexity stems from Persian’s limited number of light verbs and its strong tendency to combine native and borrowed nouns with these verbs, leading to a continuously expanding lexicon. This study utilizes the Three-Layered Hypothesis, initially proposed by Sabzevari and Azimdokht (2024), to analyze Persian compound verbs systematically and examine their effectiveness in facilitating learning. By discussing a few compound verbs and evaluating their acquisition through a case study, this research aims to offer a practical model to Persian language educators to enhance the teaching of Persian compound verbs. The findings are expected to provide insights into how Persian learners encounter compound verbs and recommend pedagogical strategies to facilitate their learning.