<![CDATA[Background: Character education has become a fundamental component of Islamic elementary education, aiming to foster students' moral values, discipline, responsibility, and social awareness alongside academic achievement. However, its implementation often encounters challenges related to curriculum integration, teacher practices, and the consistency of character-building activities within the school environment. Objective: This study aims to identify the challenges and implementation of character education in Islamic Elementary Schools. Method: This study employed a qualitative research approach conducted at MI Al-Ittihadul Islamiyah, Ampenan, in 2022. The participants consisted of teachers and students selected purposively. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing/verification. Results: The findings indicate that character education has been implemented effectively through the integration of character values into school management, classroom learning, religious activities, and extracurricular programs. Teachers play a central role in modeling positive behavior, while school culture and collaborative participation strengthen students' character development. Conclusion: Character education in Islamic Elementary Schools is more effective when implemented through a holistic approach integrating school governance, curriculum, teacher role modeling, and student participation. Originality/Value: This study provides empirical and contextual novelty in the field of Islamic primary education and character pedagogy by uncovering a holistic implementation model integrating school governance, classroom instruction, religious activities, school culture, and teacher role modeling regarding the identification of character building practices and operational challenges within the context of an Islamic elementary school setting at MI Al Ittihadul Islamiyah Ampenan, an area with limited in depth empirical documentation. These findings enrich empirical evidence and serve as a strategic reference for educational policymakers and madrasah administrators to design sustainable character education policies, integrated curricula, and institutional habituation programs in primary Islamic schooling.]]>
