The Balkans are ancient lands that have hosted diverse cultures and societies throughout history. This cultural and social diversity has shaped the region’s educational structures and religious institutions. With its rich heritage, the methods for training religious officials have also varied across societies. The institutionalization of religious services, particularly since the Ottoman Empire, has systematized the training of religious officials in the region. In this context, madrasas, and other educational centers, have been fundamental institutions for the training of religious officials for many years. This paper examines the methods for training religious officials in Bosnia-Herzegovina, Kosovo, and Albania within a historical framework. It analyzes the madrasah system of the past and the faculties of theology and religious vocational high schools currently operating. The qualifications of religious officials, their training, appointment criteria, local and international collaborations in education, and the challenges faced in implementing these processes are discussed. In the three countries under study, religious services are administered by Islamic associations, and different educational models are implemented according to regional needs. In this context, the method of training religious officials is carried out by inherently following classical and modern methods. The Presidency of Religious Affairs also provides important services in the region, conducting studies on a variety of issues, including institutional support, academic contributions, and student scholarships. This study conducted a qualitative study, combining the past and present, to better understand the processes of training religious officials in Bosnia-Herzegovina, Kosovo, and Albania. Historical documents, academic sources, and official reports were meticulously examined, providing a multifaceted assessment of the region’s religious education system. Furthermore, information on current practices was obtained directly from the field through interviews with mosque officials in these countries. This data was compared with information in the literature to form a holistic perspective. This comprehensive analysis of religious education activities revealed how classical and modern methods are implemented in conjunction and how this structure meets the needs of the region’s population. This paper contributes to the academic field and aims to guide administrators and religious institutions in this field. In this respect, the study fills a significant gap in understanding the religious, cultural, and educational structures of not only these three countries but also the entire Balkan region. By revealing how different educational models are implemented and their social implications, it serves as a valuable resource for developing future policies for training religious officials. Institutions in Bosnia-Herzegovina, Kosovo, and Albania undertake not only the transfer of knowledge but also the formation of social identity. The information obtained provides guidance for planning religious services in the region and for taking more effective steps for the future.