This research aims to analyze the perceptions of leaders in traditional Islamic boarding schools (Pesantren) in Indonesia regarding technology, the models of learning Arabic sciences, the forms of using technology in learning Arabic, and the support provided by foundations for technology use. The study employs a qualitative-descriptive approach, using observation, in-depth interviews, and documentation as data collection methods. The instruments include observation lists, interview lists, and documentation lists, analyzed using ATLAS.ti9 software. The findings indicate that: 1. Traditional Islamic boarding school leaders have very positive perceptions of technology and do not reject its presence. 2. The model of learning Arabic sciences remains traditional, such as using the yellow book with methods like bandongan, sorogan, and wetanan. 3. Technology is used in learning Arabic sciences through computers, laptops, infocus, and cell phones with internet access. 4. Foundations support technology use by providing sufficient funds for learning technology tools or building collaborations with other parties. The research implications suggest increasing the use of learning technology in traditional Islamic boarding schools to enhance effectiveness and efficiency while maintaining Islamic values and traditions. The study also highlights the importance of foundation support and human resource competence in utilizing technology effectively.This research aims to analyze the perceptions of leaders in traditional Islamic boarding schools (Pesantren) in Indonesia regarding technology, the models of learning Arabic sciences, the forms of using technology in learning Arabic, and the support provided by foundations for technology use. The study employs a qualitative-descriptive approach, using observation, in-depth interviews, and documentation as data collection methods. The instruments include observation lists, interview lists, and documentation lists, analyzed using ATLAS.ti9 software. The findings indicate that: 1. Traditional Islamic boarding school leaders have very positive perceptions of technology and do not reject its presence. 2. The model of learning Arabic sciences remains traditional, such as using the yellow book with methods like bandongan, sorogan, and wetanan. 3. Technology is used in learning Arabic sciences through computers, laptops, infocus, and cell phones with internet access. 4. Foundations support technology use by providing sufficient funds for learning technology tools or building collaborations with other parties. The research implications suggest increasing the use of learning technology in traditional Islamic boarding schools to enhance effectiveness and efficiency while maintaining Islamic values and traditions. The study also highlights the importance of foundation support and human resource competence in utilizing technology effectively.