Since its revelation, the Qur’ān has been approached in various ways by non-Muslims, particularly in terms of its origin, content, and style. Although it is explicitly declared that the Qur’ān is the pure word of God and that no human being can produce a text similar to it (Yunus 10/38; al-Baqara 2/23; al-Isra 17/88), history records several attempts, all of which have failed. One such attempt is the “True Furqan/American Qur’ān,” published in the United States in the 2000s. The purpose of our paper here is to examine, from structural, pedagogical, and socio-political perspectives, the “Quranet” project developed in 2007 in the field of Developmental Psychology by Bedouin Arab student Bushra Mazarib under the supervision of Clinical Psychologist Prof. Dr. Ofer Grosbard at the Oranim College, Israel, and to evaluate the reactions it received from the Islamic world. The project aims to compile Qur’ānic verses related to daily life into a database and use them in family settings and in the education of children in schools. Supported by the Israeli Government/Ministry of Foreign Affairs and carried out under the patronage of then-President Shimon Peres, the project was selected as one of the “60 inventions that could change the future of Israel” and was presented at the “Facing Tomorrow Conference” in Jerusalem. The project was published as a 600-page book by Ben Gurion University Press in 2008. Our study employs document analysis and content analysis methods; official documents, media reports, and academic evaluations related to the project were reviewed, and the data obtained were thematically classified. The findings indicate that, despite its apparent pedagogical aim, the selection of Qur’ānic verses out of context and the potential use of these verses to serve different cultural and political agendas have triggered strong reactions in the Islamic world. These reactions are primarily centered around concerns of theological interference, the disruption of the integrity of sacred texts, and the risk of Israeli–U.S. policies infiltrating religious domains. Furthermore, the project’s multilingual service goal (Arabic, Hebrew, English, etc.) enhances its international reach and elevates the debates to a global level. In conclusion, the example of the Quranet Project demonstrates that even when pursued with educational intentions, the reinterpretation of sacred texts detached from their cultural context can lead to extensive religious and political controversy. This underscores the necessity for similar initiatives to be examined not only from the perspective of educational sciences but also from the viewpoints of theology, sociology, and political science, through a multifaceted and critical approach.