Dissertation outlines Either implementation A gamma Islamic Education in Catholic schools Blitar City in East Java and its impact on social interaction learners. The study used a transcendental phenomenal approach with qualitative data types.This dissertation produced several findings. First, Catholic schools of Blitar misunderstand religion so education compulsory implementation failure. These are religious schools education according to Catholic characteristics for all students. Approach to pacified learning through penetration. In addition, there is also a reinforcement through the process of persistence life which enables learners to behave according to expected values.Second, the current regulation on religious education does not fully accommodate the practice of administering religious education in Catholic schools. Therefore, it is necessary to revitalize religious education laws and regulations so that they can accommodate all the practices of implementing religious education in schools.Third, the practice of religious education found that builds social interaction in the form of coercion accommodation. The appearance of Ngawulo's mentality, namely the menu of bread orders without criticizing. In addition, the segregation was also found which was threatened by inter and inter-religious harmony. In the end, the segregation practice threatened the integrity of the NKRI.Fourth, the religious education material received by Muslim students is not complete according to the applicable regulations. In religious education, Muslim students should receive four groups of material, namely the Qur'an, the Hadith, the Creeds, the Worship, and the Date. However, in Blitar City Catholic schools, Muslim students only receive a portion of moral material.Thus, this dissertation of the view of George C. Edwards III is related to the implementation of public policy and public administration. Related to the implementation of policies concerning religion, including religious education and religious policies, there are five components that must work effectively and simultaneously that are related to religious education can be effectively implemented. The five components are communication, resources, tendencies (disposition or attitudes), bureaucratic structure, and risk.