Learning the Qur’an is the most crucial thing in Islamic religious education that’s because the Qur’an is the source of life which has implications for worship, so it is appropriate for humans to learn it. Unfortunately, there are still many Islamic Educational Institutions that unaware of the importance of learning the Qur’an especially for memorizing. So, researcher will analyze the importance of learning management in memorizing the Qur’an so that role models of effectivity and efficiency of learning the Qur’an can be found related to memorization activities of the Qur’an. The purposes of this study are: 1. To analyze the planning of tahfidz Al-Qur’an learning in the TQM program, 2. To analyze the organization of tahfidz al-Qur’an learning in the TQM program, 3. To analyze the implementation of tahfidz al-Qur’an learning in the TQM program, 4. To analyze the supervision of tahfidz al-Qur’an learning in the TQM program, and 5. To analyze the supporting and obstructing factors in the implementation of the TQM program. The research used a qualitative approach with field research. The determination of research subjects was carried out by purposeful techniques sampling, with data collection techniques in the form of observation, interviews, and documentation. The data analysis model used based on the Miles and Huberman model is data presentation, data reduction, conclusions, and verification. Data validity tests are performed by source triangulation and data triangulation. The conclusions that resulted from this research were: 1. Tahfidz Qur’an planning is carried out based on needs analysis, which includes identifying memorization techniques, learning resources, and setting goals for each day, week, and semester, 2. Tahfidz Qur’an organization by providing each asatidz with responsibility in accordance with their capacity. 3. The Tahfidz Qur’an is memorized utilizing the Yassir Lanaa method, which combines spiritual force with memorizing. 4. Tahfidz Qur’an control through daily attendance, mulazamah and muroja’ah memory, and tasmi’ at the end of the program up to 5 juz as a condition for program graduation, and 5. Intention, resilience, motivation, and intelligence are internal motivating forces. Parental support, rote memory techniques, and the environment are examples of external variables that promote learning. Boredom and sloth are examples of internal factors that limit learning. The length of the verse and the environment are external factors that prevent memory. Based on the conclusions, the researcher proposed several suggestions that: 1. The addition of Muhaafidz can be sought to increase the effectiveness and efficiency of learning implementation, and 2. The implementation of the final evaluation or tasmi ‘5 juz exam as a graduation requirement should be tightened again, as a tool to measure the success of TQM participants.