The primary aim of this study was to rethink the quality of Quran teaching in the first grade of elementary school from the perspective of teachers. To gain an in-depth understanding of the lived experiences of teachers, a qualitative approach employing descriptive phenomenology was utilized. Data were collected through purposive sampling and continued until theoretical saturation, via semi-structured interviews with twelve first-grade teachers. Data analysis was conducted manually using Van Manen’s method, and Lincoln and Guba’s criteria were applied to ensure the study’s validity and reliability. The findings were organized into three main themes, including challenges in teaching Quran at the first-grade level, teaching methods, and motivation strategies, further categorized into twenty-three subthemes. Among the key recommendations were empowering parents through training in Quran teaching methods, aligning Quran instruction with the teaching of Persian language signs, revising the poetic content of the Quran textbook with a child-centered approach, and strengthening home-school interaction through collaborative sessions.