Relenting to grassroots Muslins’ protests, Abdullah partially reversed the denial of grants to SARs, and instead sought to woo Muslims back into the mainstream educational system by strengthening the Islamic curriculum in national schools. The most comprehensive effort to date in this direction has been the introduction of the J-QAF programme in primary schools. An acronym for “Jawi, Quran, Arabic and Fard Ain”, J-QAF employs five teaching models towards achieving the target of fundamental mastery of the four aforesaid subjects by the end of a Muslim pupil’s primary education. While additional teachers have been recruited to implement J-QAF, such quantitative increase is potentially meaningless if not accompanied by a commensurate qualitative increase in teaching performance and dedication. Past failure of students in national schools to internalize the Islamic lessons they received has been ascribed partly to the failure of the teachers, many of whom had themselves been trained within secular educational structures and processes, to live up to expectations as role models for students. Research has also shown that Islamic education has had to encounter myriad problems in infusing students with effective moral education due largely to uncontrollable factors such as peer pressure, influence of the mass media, family environment, negative socialization in the surrounding community and the attraction of immediate pleasures of life such as job opportunities.