This study examines the embedding of Islam Hadhari principles in Malaysian education during the leadership of Tun Abdullah Ahmad Badawi, employing a synthesis of primary data, quantitative metrics, and qualitative insights. By analyzing key policy documents, speeches, education reforms, and stakeholder interviews, the research highlights how Islam Hadhari’s emphasis on moderation, knowledge, and civilizational progress shaped curriculum development, teacher training, and national education objectives. Quantitative data on student performance and school participation rates, combined with qualitative narratives from educators and policymakers, reveal both the successes and challenges of integrating religious values into a modern, pluralistic educational framework. The findings demonstrate that Badawi’s policies sought to balance religious identity with global competitiveness, leaving a complex yet enduring legacy within Malaysia’s education system.