Classical Islamic books, commonly known as kitab kuning by the public, are scholarly works written by past scholars (salaf). These books are compiled from sources such as the Qur'an and Hadith to address issues not explicitly mentioned in these primary sources. The study of kitab kuning is commonly found in Islamic boarding schools (pesantren), making its inclusion in public schools an exceptional approach. Considering the available human resources to implement a local content curriculum for Islamic Education (PAI) focusing on kitab kuning and the importance of religious education, MA Ma’arif 1 Ponorogo has chosen kitab kuning as part of their local content curriculum. Therefore, to explore the management of this local content curriculum further, this research discusses the "Management of Local Content Curriculum for Islamic Education Subjects at MA Ma’arif 1 Ponorogo." The objectives of this research are: (1) to describe the planning of the local content curriculum for Islamic Education at MA Ma’arif 1 Ponorogo, (2) to describe the implementation of the local content curriculum for Islamic Education at MA Ma’arif 1 Ponorogo, and (3) to describe the evaluation of the local content curriculum for Islamic Education at MA Ma’arif 1 Ponorogo. This research employs a qualitative approach and was conducted at MA Ma’arif 1 Ponorogo from 2022 to 2024. Data was collected through observation, interviews, and documentation. Data analysis was carried out using methods including data reduction, data presentation, and conclusion drawing or data verification. The study concludes that: (1) Curriculum management planning activities include preparing learning tools (syllabus, annual program, semester program, lesson plans) and other aspects related to the learning process. (2) The implementation of the local content curriculum for Islamic Education has been good, although some challenges remain. One way to overcome these challenges is by providing additional lessons for students who are struggling or falling behind. (3) The evaluation of the local content curriculum for Islamic Education employs various methods to achieve learning objectives, such as oral and written exams, as well as practical assessments in funeral prayers, daily prayers, and fiqh activities. Evaluation activities are conducted mid-semester, at the end of the semester, and through periodic assessments by subject teachers. Based on these conclusions, the researcher provides several recommendations: (1) Curriculum management planning should be well-structured and comprehensible to all stakeholders, including teachers and students. (2) During the implementation of curriculum management, all school members must be fully committed to executing the planned activities to achieve the learning objectives. (3) In evaluating curriculum management, assessments should not only focus on lesson subjects but also the teachers themselves. Keywords: Management, Local Content Curriculum, Kitab Kuning.