A systemic challenge for K-12 Islamic schools in Western contexts is a disconnect between purpose and practice. This challenge underscores the urgency for empirical research to advance teaching and learning approaches distinct to education in the Islamic tradition. This qualitative study explores educator perspectives on Islamic pedagogy in practice after immersion in a teacher education programme designed for Islamic school educators. Semi-structured interviews were conducted with 20 alumni of the Islamic Teacher Education Programme (ITEP). Islamically coherent research methodology honoured participant agency as expressions of a distinct pedagogical approach. The study contributes new knowledge to the under-researched area of Islamic pedagogy, highlighting that Islamic pedagogic renewal must privilege (a) faith-perspectives, as legitimate and credible ways of knowing; (b) local voices, perspectives, contexts, and lifeworlds of learners in shaping and reshaping classrooms and schools; and (c) educational values that influence praxis in light of the unique visions of Islamic schools.