In this research, the effects of Qur'anic memorization education during formal education were examined on the social and self-confidence development of the students. Qur'an memorization in formal education, which was put into practice in 2014, differs from traditional Quranic memorization education with details such as being in the center of the school and being together with academic education. The research was carried out with a qualitative approach, interview method and with case study design. For the study group, a total of 4 project schools were selected from Istanbul, Konya, Sivas and Rize provinces. The participants; a total of 35 people consisting of students, Qur'anic memorization teachers, parents and teachers. In the study, some findings have been reached such as Qur'anic memorization with formal education was generally reflected positively on the social development of students due to the school environment; however, the situation develops negatively in those who carry out this training on a boarding basis; self-confidence development changes depending on whether they can complete Qur'anic memorization or leave incomplete; insufficiency of the time to become hafiz affects the development of social and self-confidence. As a result, although the school environment for Qur'anic memorization in formal education offers more opportunities and facilities in terms of the social and self-confidence development of the students compared to the traditional Qur'anic memorization education environments, it is not possible to say that the children have a sufficient level in terms of their developmental needs.