The study discusses the implementation of tahsin and tahfidz learning in improving reading ability and memorizing the Qur'an skill. This research is a qualitative research and it uses a phenomenological and descriptive approach. This research was conducted at Tahsin and Tahfidz Al-Birru Houses. The authors obtained data through observation, interviews, and documentation involving administrators, coordinators, and participants. The writers analysed the data using qualitative descriptive analysis. In this study, the authors obtained data from the implementation of tahsin and tahfidz learning at Al-Birru which takes place differently from learning in general. It had its own special characteristics. The implementation of tahsin and tahfidz learning itself goes through three stages, namely the preinstructional stage, the instructional stage, and the evaluation stage. The implementation of tahsin and tahfidz learning is said to be effective because the method used is in accordance with the circumstances of the participants. In tahsin learning the teacher uses the guiding book and talqin method, while in tahfidz learning the teacher uses a variety of memorization deposit methods. Apart from the learning methods, there are driving factors that help the effectiveness of learning activities. However, there are also inhibiting factors found by the teachers who came from the participants themselves. However, this is not a long term problem in learning activities. Because the output results of the participants' reading ability and memorizing the Al-Qur'an skill are getting better and smoother as the purpose of implementing these programs and many participants are willing and pass to become teachers.