This study investigates the impact of the Thomas and Robinson strategy (PQ4R) on sixth-grade students’ comprehension skills and motivation in Islamic Education texts. Seventy-six sixth-grade students were randomly assigned to either the experimental group (38 students instructed using the Thomas and Robinson strategy) or the control group (38 students instructed using the conventional method). The study developed a comprehension skills test for Islamic Education texts and a motivation scale for learning Islamic Education to fulfill its objectives. The results indicate that the experimental group demonstrated significantly better mastery of comprehension skills in Islamic Education texts compared to the control group. In light of these findings, the study suggests incorporating the Thomas and Robinson strategy (PQ4R) into Islamic Education curricula.