This study aims to (1) identify the conceptual map of Al-Qur'an reading skills for students, (2) identify the process of learning to read the Al-Qur'an for students, and (3) identify the problems and challenges of learning to read the Al-Qur'an for students at Ma'had Al-Jami'ah Walisongo. This study employs a qualitative research design with a descriptive approach. Data collection techniques include observation, interviews, and documentation from students, supervisors, and the management of the Ma’had. The research results indicate that (1) The concept map of the students' ability to read the Qur'an before participating in the program at the Ma'had shows that most students are at the “fairly proficient” level but still face challenges in terms of length and tajwid rules, while a small number have become proficient due to prior intensive education, indicating a gap in initial competencies, (2) The process of learning to read the Qur'an at the Ma'had implements the Iqra' method with musyrifah who demonstrate a high level of commitment in preparing materials thoroughly. Despite the busy schedules of both students and musyrifah due to their dual status as university students, most students manage to overcome this through independent schedule planning, and the closeness in age between musyrifah and students creates a unique dynamic as both teacher and friend, (3) Problems and challenges in learning the Qur'an at Ma'had. From the students' perspective, the main obstacles are limited break time and a dismissive perception of the Iqra' method, even though their level of understanding of tajwid varies. Musyrifah faces a double burden that triggers difficulties in classroom management and adapting the material to the diverse backgrounds of the students. Meanwhile, Ma'had faces limitations in facilities and infrastructure, challenges in standardizing students' initial competencies, an unfavorable student-to-musyrifah ratio, and the accuracy of methods for measuring program success.