This study aims to analyse the techniques utilised by junior secondary school teachers in teaching Arabic components of Islamic Studies. The research covers three Local Government Areas within Ilorin Metropolis, with a purposive sampling method involving 210 teachers from 90 public and private junior secondary schools. Relevant data were collected through questionnaire and analysed using descriptive, inferential statistics, and one-way Analysis of Variance (ANOVA) as appropriate design and tools for this study. Objectives of the research include identifying common teaching techniques used in imparting Arabic components of Islamic Studies, differences in these techniques based on gender, qualification, teaching experience and school proprietorship. Findings indicated that discussion technique with a mean score of 3.96 along with standard deviation .45 and questioning technique with a mean score of 3.75 alongside standard deviation .78 are commonly employed in teaching Arabic components of Islamic Studies at junior secondary schools because their grand mean scores are close to 4 are considered are always used. The results also reveal that gender, qualification level, years of teaching experience as well as school proprietorship significantly influence the instructional methods used by teachers when delivering lessons on Arabic components of Islamic Studies. Based on these findings some recommendations made which include encouraging Islamic Studies instructors to adopt various modern teaching strategies while delivering lessons on Arabic components; furthermore, updating their knowledge base through attending various in-service trainings or carrying out further researches is highly advised for all interested parties in this field.