Turkey's modernisation process has accelerated since the late Ottoman period, resulting in radical transformations in the social, political and cultural structure. Within this process, education emerged as the primary agent of modernisation, undergoing a comprehensive restructuring underpinned by the tenets of secularism. This transformation has paved the way for the emergence of new models in the education system and has brought about a need to build a bridge between the ideals of modernisation and the social structure. A significant element in this transformation was the establishment of Imam Hatip Schools, which integrated religious education with modern pedagogical methods, offering a distinctive model that adapted to social changes. These schools have encouraged diversity in education and contributed to social integration processes by observing a balance between religious and secular values. This study undertakes a comprehensive examination of the role of Imam Hatip Schools in the modernisation process within a historical and social context, analysing the impact of these schools on educational policies and their relationship with society. This qualitative study utilised a multifaceted approach, incorporating historical data, a comprehensive review of the existing literature, and empirical field research, to conduct a thorough analysis. The findings indicate that Imam Hatip Schools, far from being institutions exclusively dedicated to religious education, have a notable success rate in preparing students for diverse career pathways. This finding serves to reinforce the multifaceted educational approach of the schools and their contribution to the modernisation process. The international recognition of these schools as a model serves as a testament to the efficacy of Turkey's educational transformation on a global scale. Nevertheless, the success of Imam Hatip Schools has not been sustained, and there has been a decline in the quality of education. This study addresses this lacuna in the literature by offering a novel perspective on modernisation processes in education within both national and international contexts.