The decline in morality affecting various age groups—including young people—is a pressing concern today, as easy access to information creates opportunities for negative influences on students' morals. Islamic Religious Education (PAI) teachers play a crucial role, serving not only as instructors but also as moral mentors who instill Islamic values ​​in students' daily lives. SMP Muhammadiyah 5 Bungkal Ponorogo was selected as the research site due to its distinctive approach to character development, particularly through a routine spiritual morning assembly that includes reciting a pledge, memorizing *Juz Amma*, performing *Dhuha* prayer, and practicing *BTQ* (reading and writing the Quran). This study aims to describe the strategies devised and implemented by PAI teachers—encompassing role modeling, habituation, counseling, and discipline—to foster Islamic character in students; identify priority moral aspects (character regarding God, fellow human beings, and the environment); analyze supporting and inhibiting factors from both within and outside the school; and understand the outcomes or impact of these strategies on student behavior. This study employs a descriptive qualitative approach with the researcher serving as the primary instrument. Data were collected through interviews, observations, and documentation; primary sources included Islamic Religious Education (PAI) teachers, students, and parents, while secondary data were derived from supporting documents and literature. Data analysis followed the Miles and Huberman interactive model (data condensation, data display, and conclusion drawing/verification), with data validity verified through source triangulation. The study is grounded in Thomas Lickona’s character formation theory, which encompasses three components: moral knowing, moral feeling, and moral action. The findings reveal that PAI teachers implement four integrated strategies: modeling (*uswah hasanah*); habituation—specifically through spiritual morning assemblies, *Juz Amma* memorization, and congregational *Dhuha* and *Dhuhr* prayers; the provision of counsel (*mau'izhah hasanah*); and the enforcement of discipline. The success of these strategies is supported by structured character education (*akhlaq*) content within the PAI curriculum, exemplary conduct by the entire school community, supportive school policies, and collaboration between teachers and parents. Conversely, inhibiting factors include limited time for school supervision and unsupportive family backgrounds or peer environments. The impact of these strategies is evident in positive behavioral changes—characterized by improved discipline, politeness, honesty, and consistency in worship—although a small number of students still require more intensive guidance. The study concludes that the four strategies employed by PAI teachers represent the operationalization of Lickona’s three character components working simultaneously, and that successful character development relies heavily on the synergy of three educational spheres: school, family, and community. The distinctive practice of collective spiritual habituation—specifically morning assemblies and *Juz Amma* memorization—constitutes this study's original contribution to the development of character-building models at the junior high school level.