Uthman Jaarullah bn Zakariyyah Oladele bn Abdullahi proposes reforms within the Madrasah system. In Nigeria, the Madrasah is variously called Islamiyya, Makaranta Ilmi, or Ilé Kéwú. It is the institution under which the Almajiri system dominantly operates. The writer establishes that many teachers in, and operators of Madrasahs are not well prepared towards conforming with current realities in formal and non-formal education and suggests the way out. Before the coming of Prophet Muhammad (May the peace and benediction of Allah be upon him), the culture of memorisation was a fundamental way of life among the Arabs. The religion of Islam which he brought, promoted this culture to a productive level. Beyond this, Islam was primarily known in Makkah and around the world and till date as a pioneering religion of reading, memorizing, writing, and teaching the world, elevated knowledge through the Qur’an and the Sunnah (Tradition of Prophet Muhammad). Madrasahs are Traditional Islamic Schools where rudimentary knowledge of the Arabic language and reading, memorization, interpretation of the Qur’an are perfected and the Sunnah of Prophet Muhammad and other Islamic related subjects are taught. A Muslim child from 2-3 years old and above is eligible to attend Madrasahs. The most popular Academic levels in Ile-kewu are Almarhalatul Ibtida’iyah (Elementary Stage), Almarhatul Idadi’yah(Junior Secondary Stage), and Almarhalatu-l-Thana’wiyah ( Senior Secondary Stage) which is 3-3-3. Some Madrasahs do have Adult Continuing Education Classes for working adults. The International Center for Islamic Culture and Education (ICICE), Abuja is an example of this Continuing Education Classes. The major purpose for instituting Madrasahs is to elevate Arabic and Islamic education with consequences for spreading of the message of Islam. Allah says: “And it is not for the believers to go forth (to battle) all at once. For, there should separate from every division of them a group (remaining) to obtain understanding in the religion and warn their people when they return to them that they might be cautious”, in Suratut-Taubah, Qur’an Chapter 9 verse 122. Besides, Prophet Muhammad in his saying (Hadith) made seeking knowledge compulsory on every Muslim as he also enjoined his followers to seek for knowledge even as far away as China as to Arabia. Madrasahs are traditional centers for learning. Madrasahs were in place long before the coming of the colonial masters to Nigeria and most of them were doing wonderfully well. In fact, the first university in the world started as a Madrasah in Fez, Morocco. Unfortunately, some Madrasahs (or Ile-Kewu in the Yoruba Language) have been encountering ill-handlers who are half-baked students or ex-students of Islamic and Arabic Trainings in Africa. People established their madrasahs for different reasons and these include the desire to create history and to have fames. Others train students who would obtain senior secondary diplomas in Arabic and Islamic Studies, some others for the love of being Academic Authority and Proprietor, and to serve as main source of livelihood. Some of those who love to create history and fame for themselves have societal or financial influence or both, but they are mainly amateurs in the Arabic and Islamic studies endeavor. They want to use the establishment of the Institute as ladder to achieve their goals. The Secondary Certificate level products of Arabic and Islamic Studies Institutes establish theirs because they rely on the academic experience to own Madrasahs. These, they do without striving to further sharpen their intellect through enrolment in any of the Colleges of Education, Universities and other tertiary Institutions. For this group, lacks of practical educational experience make their teaching methods and products non-befitting. Mosques and Muslim Communities that own Madrasahs believably for altruistic purpose missed the road as some of the selected Arabic and Islamic Teachers are acquired through favoritism and god-fathers. The process of abandoning proper screening methods for selecting competent persons to handle Madrasahs has put this category of Madrasahs under the control of ill-trained scholars. A small number of those who strive for academic authority and proprietorship do have Professional Backgrounds of the Job but lack financial resources to uphold and sustain it. With the financial hindrance, they are categorized as poor (ill-trained) handlers because their efforts are proven abortive. Madrasahs are main sources of income for many Islamic Scholars in Nigeria.