This research is aimed at knowing and analyzing 1) teachers’ strategies of Islamic religious teachers in improving juz’amma memorization ability of students with down syndrome, 2) the ability of students with down syndrome in memorizing juz’amma. This research carried out a descriptive qualitative approach that was done in SLB (School for Children with Disabilities) Negeri 1 Bantul involving Islamic religious education teachers and students’ parents as the informants. The data were obtained through interview, observation, and documentation and analyzed descriptively using data reduction, data display, and conclusion drawing. The findings show that 1) the strategies done by Islamic religious education teachers in improving the juz’amma memorization skill of students with down syndrome are through memorization standard that is imitating. The memorization method implemented is a combination between wahdah method (repetition) and talqin (imitating). The learning strategies generally implemented to teach students with intellectual disability are individualized learning, motivation, cooperative learning, behavior learning and cognitive learning. 2) The ability of the students with down syndrome in memorizing juz’amma or short verses in SLB Negeri 1 Bantul varies depending on 2 influencing factors namely internal factor that includes intelligence level, and limited physical ability. Meanwhile, the external factor deals with the parenting style acceptance or parents’ guidance at home. Generally, it is found that the ability of students with down syndrome in memorizing juz’amma is in a balanced category. It means that there are some students having quite good ability of memorization, while there are some other students who have poor ability of memorization or even are not able to memorize.