This research was generally to discover, analyze, and compare the Islamic school curriculum between Indonesia and Malaysia. This research used non-interactive qualitative method or commonly known as analytical research. This research conducted studies based on document content analysis. The data gathering was conducted by library studies and documentation. In this research, content analysis was done by using content analysis method. The data were collected, then they were examined and analyzed, after that synthesis was conducted to compare and integrate until it produced the results of the studies which was systematically and intact. The results of this research shown that Islamic school education system in Indonesia and Malaysia is the combination of the Islamic traditional education system and modern education system in western style. In Indonesia, national education system is based on the Government Rules No 20 in 2003. Meanwhile, in Malaysia, the national education system is based on Education Certificate in 1996. The curriculum in Indonesia and Malaysia generally has similarity, the curriculum which is taught contains the religion knowledge and social knowledge. Indonesian curriculum is more emphasized to the spiritual, social, knowledge and skills competence. Meanwhile, Malaysian curriculum is described more specific such as knowledge competence, thinking competence, leadership competence, bilingual competence, ethics and spirituality, and national identity. Islamic school curriculum in Malaysia apparently gives more priority to create the young generations which are skillful in religion matters and also the world matters, by implementing the nationality curriculum simultaneously with Early United curriculum and or Tahfiz United and also HLTC learning approach (High Level Thinking Competence) and STEM score approach (Science, Technology, Engineering, and Mathematics). From the learning method side, Malaysia has explained the learning method specifically in the curriculum explanation book, which is seen more various and appropriate with the era development. Nevertheless, Indonesian Islamic School, in the main learning activity process based on curriculum 2013 is more emphasized in observing, questioning, exploring, associating, communicating aspects (OQEAC), therefore the students have the reflective thinking ability to solve the social problems which is dealt in the society. The learning evaluation in Indonesia and Malaysia both give the priority to holistic assessment or thorough assessment from cognitive, affective and skill aspect.