The process of conversion to Islam among indigenous communities in Sabah represents an important dimension of Malaysia’s broader socio-religious transformation. Although the number of Muslim converts (mualaf) continues to increase, their post-conversion experiences remain complex, particularly in relation to access to religious education. Historically, Christian missionary education during the colonial period developed in a more structured and institutionalised manner, while Islamic education relied largely on informal da’wah initiatives. This imbalance has produced long-term implications that continue to shape the educational landscape. This study examines the development of religious education, trends of conversion, and the key challenges faced by indigenous Muslim converts in Sabah within a contemporary context. It employs a qualitative document-based approach through the analysis of census records, official reports, institutional publications, and relevant academic literature. The materials were examined thematically and comparatively to identify recurring historical, institutional, educational, psychological, and socio-cultural patterns. The analysis indicates that despite increasing conversions, post-conversion adaptation remains constrained by bureaucratic barriers, emotional stress, family resistance, economic hardship, social stigma, limited availability of local educators, and restricted access to education in rural areas. Nevertheless, mosque-based initiatives, community programmes, and mentoring models show strong potential in supporting integration. This study highlights education as a key foundation for effective da’wah and sustainable integration.
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