<![CDATA[Educational quality management is currently a strategic matter for every educational institution oriented towards excellence in educational services to better meet the needs of its students. One approach to addressing the relevant conceptual framework of quality management in Arabic language learning is Total Quality Management. This study aims to identify the quality trilogy, as defined by Joseph M. Juran, in Arabic language learning in high schools. This research is qualitative and uses an instrumental case study design. Participants in this study included Arabic language teachers, curriculum vice-principals, and students, with data collected using three techniques: semi-structured interviews, unstructured participant observation, and documentation. The data analysis technique uses the Miles & Huberman three-stage interactive model, namely, data reduction, data display, and conclusions. The implementation of the quality trilogy is carried out in a comprehensive and integrated manner, with the dominant level of implementation found in the quality improvement dimension supported by a strong culture of teacher innovation through the Arabic Language MGMP forum. These results confirm the findings of this study that Juran's quality trilogy framework has sufficient flexibility to be adopted and adapted in a value-oriented educational ecosystem, not just in industrial or business contexts.]]>
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