Online Islamic Classes in the United States

Students across the United States study Quran, Dars e Nizami and the Arabic sciences one-to-one online with Shaykh Hafiz Muddassir, a graduate of Tanzeem ul Madaris Ahl-e-Sunnat (Pakistan) with more than ten years teaching these books.

America’s several million Muslims span South Asian, Arab, African American, Somali and West African communities. Weekend islamic schools are everywhere; the classical curriculum in English is the standing gap. US evenings, from EST to PST, fall in Pakistan’s early morning, a window the teacher keeps open for American students. Classes are taught in English, Urdu, Hindi or Arabic, which removes the usual barrier for students raised locally who follow English far better than Urdu. Every session is live and one-to-one, with the level assessed honestly before starting. Fees are quoted per student rather than published. Fees are quoted per student rather than published, since the honest figure depends on course, level and how many classes a week.

Islamic education in the United States

The pattern repeats across every community here: strong provision for recitation and weekend attendance, much thinner provision for sustained classical study, and almost none of it in English.

One-to-one online teaching addresses the second and third problems at once, without requiring a family to live near a particular institution.

When do classes run for students in the United States?

US evenings, from EST to PST, fall in Pakistan’s early morning, a window the teacher keeps open for American students.

Children are usually taught after school, adults in the evening or early morning depending on work. The schedule is set per student, not offered as fixed slots.

This page lists the workable windows by region.

The language problem nobody solves

Parents in the West describe the same situation repeatedly. The child attends a local madrasa, recites well, and understands very little of what is explained, because the explanation arrives in a language they use for family conversation and not for abstract reasoning.

This is not a motivation problem. Asking a British-born fifteen-year-old to learn Arabic morphology through Urdu is asking them to learn two things at once, with the harder one invisible.

English-medium classical study exists precisely for that student.

Cities and communities served

Students join from across the country. These pages cover communities with the largest Muslim populations, including local context and realistic class times:

What can students study?

The full pathway: Quran from Qaida to Tafseer, the Dars e Nizami curriculum, and the Arabic sciences through Sarf-o-Nahv and Hall-e-Arabi Ibarat.

Children typically begin with Noorani Qaida or Nazra. Adults more often take Tafseer, grammar or logic. Sisters study the same curriculum through the six-year course.

This page is the full list.

Class formats

Classes run in two formats. One-to-one sessions are built around a single student’s level and goals. Small group classes bring together students at a similar stage, commonly siblings, cousins or friends who want to study together.

Group sizes are kept small deliberately. The value of live teaching is the teacher hearing each student read and correcting them, and that disappears once a class is large enough for someone to stay silent through it.

Nothing is pre-recorded in either format. Recorded lectures remove the correction loop, which is the part that actually teaches.

Teaching children

Children are taught in shorter sessions, with more repetition and a slower introduction of new material than adults need. For a child raised outside a Muslim-majority country, English-medium teaching also removes the quiet embarrassment of not following a class in a language the rest of the family speaks.

Parents are told honestly how the child is progressing, including when the answer is that progress has stalled and why.

This page covers the practical side for parents.

About the teacher

The classical qualification here is a Dars e Nizami graduation from Tanzeem ul Madaris Ahl-e-Sunnat (Pakistan), the Ahl-e-Sunnat board that works with more than eighteen thousand affiliated madaris across Pakistan. Alongside it sit an MA in English, an MA in English Linguistics and an MPhil in English.

Teaching experience runs to more than ten years across these books, with students at every level from a child’s first Qaida lesson to advanced classical texts.

Classes are taught in English, Urdu, Hindi and Arabic, one-to-one or in small groups.

What do classes cost?

Fees are quoted for each student rather than published as a price list, because the honest figure depends on the course, how many classes a week and the level involved. A child taking two Qaida sessions weekly and an adult reading advanced Arabic texts are not the same commitment.

For general context rather than as a quotation: Across online Islamic academies generally, tuition is priced either per class hour or as a monthly block of two to five classes a week, and one-to-one teaching costs more than group classes because the hour belongs to one student. Local currency, timezone and class length all shift the picture, which is why a real number needs the real details.

Message the student’s age, level and how often you would like to study, and you will get a straight answer for that situation. This page covers the question in more detail.

Getting started

Begin with a message rather than a booking form. Age, current level, preferred language of instruction and rough availability are enough for a useful reply.

Level assessment matters more than most families expect. Students frequently arrive believing they are ready for a text they cannot yet parse, and starting them there wastes months. An honest starting point is worth more than a flattering one.

A trial class confirms the assessment in practice before anything is agreed.

The sequence

Each stage assumes the previous one is solid, which is why placement matters more in this curriculum than in most subjects. A gap three years back surfaces as confusion three years later.

The order is not arbitrary or traditional for its own sake: it follows what each text actually requires its reader to already know.

This page explains the syllabus this site follows.

Growing up Muslim outside a Muslim country

Second-generation students occupy an awkward position: fluent in the language of their country, partly fluent in their parents’ language, and rarely literate in either at the level classical study demands.

That is not a deficiency in the student. It is a mismatch between how the tradition is transmitted and where these families now live, and it is solvable by changing the medium rather than the content.

This page addresses this directly.

Straight answers

Fees are quoted rather than published because the honest number depends on details this page does not know. Any site showing one figure for every student is averaging rather than answering.

Timelines are estimated after meeting the student, not before. A teacher promising a fixed number of months to a stranger is guessing.

Where a different teacher, a different course or a local option would serve a student better, saying so costs one enquiry and keeps the advice worth having.

The teaching method

Three things happen in every class: revision of the last lesson, new material, and the student explaining the new material in their own words. The third is where understanding is tested rather than assumed.

Classical teaching is oral for a reason. Parsing errors and misplaced emphasis are audible, and a teacher hears them in the moment rather than discovering them in an exam months later.

Practice between classes matters more than class length. Fifteen focused minutes daily beats an hour of cramming the night before, for grammar and memorisation alike.

How is the starting level decided?

By what the student can do, tested directly, rather than by a certificate or the year they were last enrolled in. Institutions vary widely in what a given level means, so paper qualifications are treated as context and not as a placement.

For Quran students that means reading aloud and being listened to. For grammar students it means parsing an unseen sentence. For Dars e Nizami students it means opening a text at the level they claim and working through a few lines.

Students frequently place themselves a stage or two above where supervised reading puts them. Starting at the flattering level rather than the real one is the single most reliable way to waste a term.

Why consistency beats intensity

Two classes a week with daily practice between them outpaces five classes with none. That holds across every course taught here, and it surprises families who assume more hours automatically means faster progress.

Memorisation and grammar both depend on frequent recall rather than total exposure. A student who revises for fifteen minutes each day retains far more than one who does two hours on a Sunday, because retrieval is what strengthens memory, not reading.

Long gaps are the real enemy. A month away undoes more hifz than most families expect, which is why the schedule is built around what a student can actually sustain rather than what looks ambitious in week one.

Frequently asked questions

What time do classes run for students here?

US evenings, from EST to PST, fall in Pakistan’s early morning, a window the teacher keeps open for American students. Slots are arranged per student rather than fixed.

Can classes be taught entirely in English?

Yes. English, Urdu, Hindi or Arabic. English-medium classical teaching is the reason most students in this country study here.

Do you teach children and adults?

Both, at every level from complete beginner to advanced classical texts.

Is there a trial class?

Yes, after a short conversation to establish the student’s level and goals.

How are fees worked out?

Per student, based on the course, level and number of classes a week. Send the details for a straight answer.

Last reviewed 29 July 2026 by Shaykh Hafiz Muddassir.