This study aims to explore the internalization of religious moderation values at MTs Wahid Hasyim 01 Dau, an Islamic junior high school affiliated with Nahdlatul Ulama that emphasizes inclusive, balanced, and peaceful Islamic values. Using a qualitative case study approach, this research investigates how values such as tolerance (tasamuh), balance (tawasuth), justice (i’tidal), and peace (ishlah) are instilled through classroom teaching, religious routines, student organizations, and teacher modeling. Data were collected through interviews, observations, and document analysis. The results show that the school has effectively internalized these values through a holistic strategy that involves educational content, institutional culture, and role models. The role of teachers as moral agents aligns with Bandura’s theory of social learning and Lickona’s theory of character education. This integrated effort fosters students' attitudes toward religious moderation, making the school a model of character formation that supports diversity, tolerance, and national integrity.

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