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This study aims to explore the transformation of kyai leadership in adapting the learning curriculum at the Tuju-Tuju Islamic Boarding School, Kajuara, Bone Regency. As one of the oldest Islamic educational institutions, Islamic boarding schools face significant challenges in integrating traditional values with the demands of modern education. This study uses qualitative-descriptive approach with observation methods, in-depth interviews, and document analysis. The results of the study show that the kyai at the Tuju-Tuju Islamic Boarding School have succeeded in transforming their leadership from a traditional pattern to a more transformative adaptation. This process involves combining the KMI curriculum with the national madrasah system, which includes religious subjects (such as tafsir and fiqh) and general subjects (such as mathematics and social sciences). This transformation not only increases the relevance of Islamic boarding school education, but also contributes to improving the quality of learning and the readiness of students to face global challenges. This study provides theoretical contributions to the study of transformative leadership in Islamic education and offers a practical model for other Islamic boarding schools in dealing with curriculum changes. However, this study is limited to one Islamic boarding school and an internal perspective, so further research with a wider scope and quantitative methods is recommended to strengthen the findings.