This study aims to analyze the dynamics of interaction between global and Islamic values, potential tensions between the two value orientations, value internalization strategies and value integration dimensions, and their implications for the implementation of the International Class Program (ICP) at SMPN 1 Jetis Ponorogo. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, participant observation, and document analysis involving the principal, ICP teachers, Islamic Education teachers, and ICP students. Data were analyzed through deductive and inductive coding, data reduction, data display, and conclusion drawing and verification. The findings indicate that no overt conflict between global and Islamic values was identified within the ICP context. Instead, these values interacted dynamically through processes of interpretation, adjustment, and negotiation. Value internalization was carried out through the learning process, religious habituation, teacher role modeling, and school culture. Furthermore, the findings revealed three interrelated dimensions of value integration: structural, pedagogical, and cultural dimensions. of value integration: structural, pedagogical, and cultural dimensions. These dimensions illustrate how institutional direction, instructional practices, and school culture collectively contribute to the internalization of global and Islamic values. The findings also reveal that global competencies, including critical thinking, communication, collaboration, creativity, and English proficiency, developed alongside Islamic values such as adab, responsibility, discipline, and religious awareness. However, sustaining value integration requires continuous attention to digital influences, broader social environments, and potential perceptions of differentiation between ICP and regular-class students. This study contributes to Islamic education research by demonstrating that the internalization of global and Islamic values is not a process of replacing one value orientation with another, but a contextual educational process in which global competencies were developed within a moral and cultural framework. The findings highlight the importance of institutional, pedagogical, and cultural coherence in sustaining value integration within international-oriented Islamic education