Tsangaya schools, Nigeria’s traditional Islamic education institutions, face significant image challenges, often portrayed in media as centers of child neglect and extremism rather than as legitimate centers of learning. This study examines the potential for rehabilitating their public perception through a strategic media and advocacy approach inspired by Malaysia’s successful Islamic education branding model. Targeting policymakers, Islamic educators, media practitioners, and parents, the research employs a qualitative case study methodology, analyzing media content (n=120 reports), policy documents (n=15), and stakeholder interviews (n=35) to assess current perceptions and identify pathways for reform. Findings reveal that 78% of negative Tsangaya media coverage lacks firsthand engagement with the schools, while 68% of parents express willingness to support modernization if Islamic values are preserved. Malaysia’s experience demonstrates that integrated curricula, strategic media partnerships, and stakeholder coalitions can transform perceptions, as seen in its 42% increase in madrasah enrollment following rebranding efforts. The study contributes a framework for Tsangaya rehabilitation, emphasizing dualcurriculum integration, media literacy initiatives, and community-led advocacy. Policy implications include the need for phased accreditation systems, governmentmedia partnerships to promote balanced reporting, and funding models combining public and Islamic philanthropic resources. For media strategy, the research highlights the effectiveness of success-story campaigns and journalist training programs. In Islamic education reform, the findings advocate for context-sensitive modernization that maintains religious authenticity while meeting national educational standards. This study offers actionable insights for repositioning Tsangaya schools as respected institutions capable of delivering quality education aligned with Nigeria’s developmental and cultural aspirations.