This study aims to analyze in-depth and comprehensively the learning barriers of students in an Islamic Boarding School in terms of different dimensions of the curriculum implementation, such as the religion, national education, and technology-based practices. In the study, qualitative method with case study approach was adopted. The participants were composed of 120 students, 15 parents, 8 teacher and 1 principal who were selected using purposive sampling technique. The data were collected via an observation, interviews, and documentation methods. The obtained data were analyzed through problem identification, literature search, determining objectives, data collection, data analysis, and reporting. The results have revealed that the students' learning barriers in the application of the religion, national education, and technology-based curriculum are, respectively: (1) memorizing the Koran both from within students and from external factors; (2) more emphasis on learning mathematics including low learning motivation, low problem solving and communication skills, notation writing errors, which can be grouped into ontogenic, dictatorial, and epistemological learning barriers; and (3) the lack of facilities and infrastructure, lack of support from the management of Islamic boarding schools, low trust, and attitudes towards ICT. In conclusion, several learning barriers have been detected in every application stage of the curriculum.