Arabic language learning at UIN Sayyid Ali Rahmatullah Tulungagung requires an approach that can enhance students' language skills in a communicative manner.One approach applied is Task-Based Language Teaching (TBLT).This study aims to analyze the implementation of the TBLT method, examine the dynamics of student interaction and participation in Arabic language learning, and identify the challenges as well as the strategies employed by lecturers and students to overcome obstacles during the implementation of TBLT.This research adopts a qualitative approach, with data collected through classroom observations, interviews, focus group discussions (FGD), and document and student task analysis involving lecturers and students from four faculties, namely FTIK, FASIH, FEBI, and FUAD.The findings indicate that the implementation of TBLT is carried out consistently and contextually through the stages of pre-task, task cycle, and language focus.The application of TBLT promotes active and collaborative learning interactions, increases student participation, and contributes to the improvement of Arabic language skills, particularly speaking and writing skills.However, this study also identifies several challenges, including differences in students' initial language proficiency, limited instructional time, and lecturers' readiness.The strategies employed to address these challenges include task differentiation, scaffolding, the implementation of FGD as a reflective forum for lecturers, and the strengthening of collaborative learning and learner autonomy.This study concludes that TBLT has strong potential to improve the quality of Arabic language learning in higher education when supported by adaptive and sustainable pedagogical strategies.