The subjects of this qualitative research included 16 school administrators, teachers, students’ parents, religious teachers, community leaders, current students, and alumni, side by side with three experts. The data were collected through in-depth interviews, focus group, and observations. The collected data were, then, categorized and connected for conclusions and interpretation. The reliability of the conclusions and interpretations were examined by experts of Muslim youth’s life skills development. The result of the study was that there are six inside school factors/conditions associated with the Muslim youth life skills development: kinship organizational culture, systematic student care, a good example of the administrators, a role model teacher, relationship and peer groups learning, and relationship and learning between the seniors and juniors. In addition, there are outside of the school factors/conditions associated with the development: the basic knowledge of the youth from TADIKA, relationship and outside of the school peer groups learning, warmly family nurture, the cooperation between the school and the community, and the cooperation between the school director, the community leaders, and the religious leaders. Therefore, this study recommended that Islamic private school administrators and teachers must be having the development of teaching both in religion and academic to cause a concrete educational integration among Islamic lessons and academic lessons via raising and promoting to design well-rounded lesson plan included both content having studying and teaching management and model of daily routine so that the process of life skill development for Islamic youth through Islamic private school will be highly effective.