This study explores the development of moral values among sixth-grade students by examining the strategies implemented at Pesantren Anak Saleh Baitul Qur’an Ponorogo through an integrative curriculum approach in moral education. Character development holds a central position in Islamic education, especially within institutions that emphasize personality formation. Sixth-grade students, who are transitioning toward adolescence, require intensive and structured moral guidance to shape noble character and a balanced personality aligned with Islamic values. To gain a comprehensive understanding of how moral development strategies are applied, their effectiveness, and the supporting and inhibiting factors surrounding their implementation, this research employs a descriptive qualitative approach. Data were collected through interviews, observations, and documentation involving school leaders, teachers, supervisors, and students. The findings reveal that moral development is carried out through the integration of moral values into learning activities, daily religious habituation such as prayer, Qur’an recitation, and dhikr, as well as the exemplary conduct demonstrated by teachers and supervisors. A structured system of guidance and evaluation further supports the process, while collaboration between school and parents emerges as an essential factor in sustaining character education. The integrative curriculum approach is shown to effectively enhance students’ discipline, sense of responsibility, and social awareness. Nevertheless, several challenges persist, including diverse student characteristics, limited teacher training in moral education, and difficulties in providing continuous individualized guidance. The study concludes by emphasizing the need for stronger student commitment, improved teacher competence, enhanced institutional support systems, and greater parental involvement, while recommending that future research investigate the long-term impact of this integrative approach, particularly in relation to the family’s role in shaping student character.