This study aimed to analyze and evaluate the extent to which the content of Quran Education and Religious Studies textbooks in secondary school aligns with the educational indicators of the Holy Quran. The research employed a qualitative approach using descriptive content analysis. The population consisted of Quran Education textbooks (grades 7 to 9) and Religious Studies textbooks (grades 10 to 12). The unit of analysis was “theme,” and data were extracted and categorized according to the four Quranic educational domains (cognitive, affective, behavioral, and consequential). The results indicated that in Quran Education textbooks of lower secondary school, the consequential domain (164 cases) and cognitive domain (101 cases) were most frequently represented. In the Religious Studies textbooks of upper secondary school, the cognitive domain (144 cases) and consequential domain (133 cases) were predominant. In contrast, the affective and behavioral domains, despite their crucial role in adolescent religious identity formation, received considerably less attention. This imbalance in attention to different educational dimensions may lead to a gap between students’ knowledge, inner inclination, and practical behavior. The findings highlight the necessity of revising textbook content to strengthen affective and behavioral indicators and ensure balanced Quran-based education.