<![CDATA[Although outcome-based education (OBE) has been widely promoted in higher education, limited empirical research has examined how intended curriculum outcomes are translated into teaching and assessment practices in Arabic language teacher education. This study investigates the alignment between curriculum design and early implementation at an anonymized Indonesian Islamic higher education institution (Institution A), drawing on constructive alignment. A qualitative single-case study combined semi-structured interviews with a program leader, curriculum development team members, four lecturers, and 20 students; classroom observations; and analysis of curriculum documents and semester learning plans. Data were examined through iterative condensation, display, and cross-source verification. Findings indicate that OBE principles informed the revision of graduate learning outcomes, semester learning plans, and the adoption of more participatory learning activities. However, alignment among intended outcomes, classroom activities, and assessment methods remained uneven across courses. Variations in lecturers’ understanding of OBE, limited learning resources, and weak evidence-based outcome monitoring constrained implementation. The study suggests that curriculum documentation alone is insufficient evidence of OBE enactment; sustained lecturer mentoring and outcome-oriented quality assurance are needed to strengthen curricular coherence.]]>
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