Before the pandemic, teachers taught learning to read the Al-Quran by directly teaching makhraj letters, long-short rules, and tajwid to students. During the pandemic, the teacher conducted online learning, resulting in a decrease in student learning outcomes. This study aims to describe and evaluate the implementation of the Quran reading learning program using the Qiroati method during the pandemic. This research uses a qualitative approach with a case study design. Data was collected by conducting interviews with the principal, Qiroati team, classroom teachers, students, and parents. The results of this study revealed that the process of learning to read the Koran begins with the preparation of a lesson plan by the principal and the team, and then the plan is implemented by the Qiroati teachers. Qiroati learning is done online using Whatsapp Group (WAG), voice note (VN), and video call (VC). School management plays a role in arranging the schedule and distribution of teachers as well as providing learning infrastructure for Qiroati teachers. In this program, the involvement of parents is limited to providing infrastructure, but is minimal in providing assistance to children's learning. The implementation of online Qiroati learning has not succeeded in achieving the expected target. The implication of this research is that learning to read Qiroati online needs to use an interactive platform and utilize VAK (Visual, Auditory, Kinesthetic) modalities for students so that learning outcomes can be optimal.