Thisstudyexaminesthetimemanagementofstudentsinachievingtheir Quran memorization targets at the Ar-Rohmah Islamic Boarding School,TahfidzUnit,Ngawi.Tahfidzstudentsfacedualchallenges:the obligation to memorize new verses (ziyadah), review previously memorized verses (muroja’ah), participate in formal classroom instruction, and adhere to the boarding school’s daily routine. This study aims to explain the boarding school’s strategies in helping studentsmanagetheirtimeandtoanalyzetheimpactofthesestrategies on the achievement of memorization targets. A qualitative approach with a case study design was employed, involving female students actively enrolled in the tahfidz program (intermediate and advanced levels)astheprimarysubjects.Datawerecollectedthroughparticipant observation,in-depthinterviews,anddocumentation,andsubsequently analyzedusingtheMiles&Hubermaninteractivemodel.Theresearch findingsindicatethatArRohmahIslamicBoardingSchoolimplements a structured time management system with three daily recitation sessions: review of previously memorized verses after dawn prayer (minimum 5 pages), review of new verses from 7:00–8:00 AM, and ziyadah (new memorization) after afternoon prayer. This strategy is supported by the use of Arabic as the daily language, guidance from halaqahsupervisors,aswellasweeklyandmonthlyrecitationsessions. The resulting impacts include the achievement of the memorization target of 5 juz per year, measurable fluency in recitation, and improvements in the quality of tajwid and fashah. This study contributes to the development of a schedule-routine model for time management in Al-Qur’an memorization institutions.