Educational Reforms in Al-Azhar Institutes More than two million students in Egypt today receive their Islamic education through Al-Azhar Institutes. Since its establishment in1936, Al-Azhar Institutes’ Islamic program has undergone various changes with regards to the number of years required to complete the curriculum, topics covered, and textbooks used. This study examines the most recent modifications to al-Azhar Institutes’ fiqh curriculum introduced in 2013. In the aftermath of the Arab spring (2010-2012), Al-Azhar faced accusations that its teaching of classical jurisprudence promotes extremism and preaches sectarian division. In response, al-Azhar prepared “simplified” versions of the classical fiqh textbooks to be used at the middle, and high school levels . This study seeks to answer the following questions: What was the nature of these modifications in the fiqh curriculum? Were the modifications motivated by ideological or pedagogical reasons? Were the modifications a state-sponsored project or ʿulamā led-ffort ? Using comparative content analysis and focusing on the fiqh sections of the middle- and high-school textbooks, this study compares the “simplified” content with the original content to identify patterns of change and to propose reasons behind the changes. My analysis suggests that one main purpose of the modifications was to make the textbooks age appropriate to middle and secondary school students. Additionally, my comparison shows the systemic removal of topics and passages that could be seen as threatening the national security of Egypt. Hence, I argue that state stability, national unity, and security were main purposes for textbook modification. However, does this make the curricular changes a state-led project? Evidence suggests that, though the curricular changes eventually serve the state and its stability, they were not directed by the state, but rather were conducted in accordance with the Azharī ʿulamā’s conceptualization of a revival (tajdīd) of the Islamic tradition (turāth). The study contributes to the scholarly literature on modern Egypt by bringing attention to the country’s Islamic educational system and by highlighting the role al-Azhar can play in maintaining the stability of the state and strengthening national unity during critical times.