This study aimed to evaluate the integration of Madaris curriculum for Muslim basic education in Mindanao, Philippines and assessing the psychological effect of the integration to the teachers and pupils in terms of writing and reading Arabic, religiosity, Islamic values and teacher’s professional development. It also sought to determine the enabling and hindering factors in the implementation of the Integration of Madaris Curriculum in the public schools. This qualitative and quantitative research used descriptive-evaluative design. A purposive sampling method was used to gather data using a questionnaire checklist which was statistically analyzed by mean and percentages. The enabling factors in the integration of Curriculum in the public schools includes the program management with the existence of the organizational structure which is functional, a curriculum that is in compliance with the Madaris Department of Education standard curriculum for elementary public Schools and private Madaris and a qualified, dedicated and committed teachers. The hindering factors in the integration of the Madaris curriculum in the public schools is insufficient funding that contributes to the meager income of the ALIVE teachers, no funds for instructional support program like the textbook which did not meet the standard ratio of 1:1 per subject pupil and lack of classrooms to accommodate school children in an ideal 1:45 teacher to pupil ratio and the continuing professional education of the teachers as prescribe by the law. The psychological effects of the integration to the teachers and pupils in relation to the writing and reading Arabic, religiosity, Islamic Values and teacher’s professional development is good. Both teachers and pupils demonstrated the ability in writing and reading Arabic language, Islamic values as well as the value for Maka-Diyos (God), maka-tao (People) Maka-bayan (Nation) and Maka-kalikasan (Nature/Sustainable Environment).