This study is motivated by the importance of evaluating Arabic language instruction as a means to assess the extent to which students have achieved competence, particularly regarding their ability to read the Qur'an. Arabic language instruction is closely linked to Qur'an reading proficiency, as both rely on the Arabic language and script as their foundation. The study aims to describe the implementation of Arabic language instruction evaluations and the students' Qur'an reading abilities, as well as to analyze the relevance between Arabic language evaluation results and Qur'an reading proficiency among students at MA Daarul Ikhlaash, South Sangatta. A qualitative case study approach was employed. Data were gathered from three informants—an Arabic language teacher, a Qur'an-Hadith teacher, and students—through observation, interviews, and document analysis. Data analysis followed the Miles, Huberman, and Saldaña model, comprising data collection, condensation, presentation, and conclusion drawing, while data validity was verified through source and technique triangulation. The findings indicate that Arabic language instruction evaluations were conducted continuously using written tests, oral tests, reading practice, assignments, and classroom observations. Overall, the students' Qur'an reading proficiency fell into the "good" category, although some students still required guidance regarding tajwid (rules of recitation) and reading fluency. The study also identified a link between Arabic language evaluation results and Qur'an reading proficiency; students who achieved good results in Arabic language evaluations tended to demonstrate superior Qur'an reading skills. However, Qur'an reading proficiency is also influenced by other factors, such as reading habits, family environment, and religious learning experiences outside of school. Thus, this study contributes to the development of more authentic Arabic language evaluation systems aimed at enhancing students' Qur'an reading proficiency.