This study aims to investigate; (1) the planning of teaching hijaiyyah/Arabic letters using iqra’ and drill method to increase the ability of students with mental retardation to read Arabic texts; (2) the process of teaching Arabic letters using iqra’ and drill method to increase the ability of students with mental retardation to read Arabic texts; (3) evaluation of teaching Arabic letters using iqra’ and drill method to increase the ability of children with mental retardation to read Arabic texts. The subject of this study teachers who teach Islamic Religious Education. This study is a qualitative descriptive research, with data collection methods including, observation, interview, and documentation. The collected data then analysed with method that consists of data reduction, data display, and drawing conclusion. The result of this study reveals that, (1) the teaching planning carried out by the teachers in SLB (School for students with special needs) Muhammadiyah Gamping is not in line with the curriculum, there is no written explanation that specifically state that they employ iqra’ and drill methods. (2) In its implementation, the teachers teach Arabic letter using iqra’ and drill methods and the materials that are taught are based on Iqra’ instruction book in accordance with the students’ ability to comprehend the materials. Media of learning are educational videos and Arabic letters cards. (3) the methods employed in evaluating the students’ learning achievement are oral and written tests. The learning achievement of the students with mental retardation range from not satisfying to reaching less than half of the target. The learning achievement is written in a school report books.