This study aimed to explore the lived experiences of key players—the school head, Madrasah teachers (Asatidz), and parents—in the implementation of the Madrasah Education Program (MEP) at Balabag Elementary School. It sought to understand their challenges, coping mechanisms, best practices, and recommendations for enhancing culturally responsive education for Muslim learners. A qualitative phenomenological approach was employed, using purposive sampling to select one school head, four Asatidz, and four parents. Data were gathered through in-depth, semi-structured interviews and analyzed using Colaizzi’s method, involving the extraction of significant statements, formulation of meanings, and development of thematic clusters. The findings revealed that the MEP fosters both academic development and spiritual growth by integrating Islamic values and the Arabic language. Participants emphasized the importance of holistic education, highlighting their shared commitment to nurturing learners' character and faith despite challenges such as inadequate classrooms, limited instructional materials, and scheduling conflicts. Coping strategies included teacher-made materials, collaboration with local officials, and parental support at home. Recommendations to strengthen the program included building permanent classrooms with prayer areas, providing regular training for Asatidz, supplying culturally relevant materials, enhancing financial support, and promoting home-school partnerships. While the study is limited to a single school during the 2024–2025 academic year, its insights offer practical implications for educators and policymakers aiming to improve Madrasah education in similar contexts.