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This study aims to identify the strategies used by tahfizh teachers to foster students’ interest and motivation in memorizing Juz 30 of the Qur’an and to examine the obstacles encountered and efforts made to overcome them at MTsN 1 Lima Puluh Kota. The study was motivated by conditions among class VIII D students, some of whom had not been fully consistent in memorizing the Qur’an, as indicated by irregular memorization submissions, limited muroja’ah activities, and boredom during the memorization process. Consequently, some students had not achieved the memorization targets established by the school. This study employed a descriptive qualitative approach. Data were collected through observation, in-depth interviews, and documentation involving the tahfizh teacher and class VIII D students. Data validity was ensured through source and technique triangulation, while data analysis involved data reduction, data presentation, and conclusion drawing. The findings revealed that the tahfizh teacher’s strategies included providing religious motivation, serving as a role model, creating a comfortable and religious learning environment, applying varied memorization methods, providing rewards and appreciation, using personal and emotional approaches, establishing regular memorization schedules and targets, conducting regular muroja’ah and evaluations, and cooperating with parents. The obstacles included environmental influences, low internal motivation, and students’ lack of consistency in conducting muroja’ah at home. Efforts to address these obstacles included intensive mentoring, strengthening cooperation with parents, and creating a more enjoyable and meaningful learning environment. Thus, the strategies implemented by tahfizh teachers play an important role in fostering students’ interest and motivation in memorizing Juz 30 of the Qur’an.
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