This study aims to describe teachers' strategies in implementing the Ummi method and identify various obstacles faced in teaching early Quranic recitation to children aged 5-6 years at RA Ar Rohmah Malang. This research used a qualitative approach with a case study. The research subjects included teachers, the principal, and the Ummi method quality assurance officer. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results show that teachers' strategies in implementing the Ummi method were implemented systematically through planning, implementation, and evaluation. During the learning process, teachers employed a direct approach (direct method), repetition, reading-listening strategies, and individual guidance. Obstacles encountered included differences in student abilities, low levels of learning concentration, teachers' limited understanding of the Ummi method, and a lack of supporting facilities and infrastructure. To address these challenges, teachers implemented various efforts, such as providing individual guidance, developing varied learning experiences, and participating in regular training and supervision.

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