Abstract: This study aims to analyze the implementation of the Evening Subject program at MTs Al-Amin Puloerang and identify the supporting and hindering factors affecting its implementation in improving students’ English-speaking skills. Using a qualitative descriptive approach, data were collected through classroom observations, interviews with the principal, teachers, and students, as well as document analysis. The findings indicate that the Evening Subject program incorporates Controlled Activities (drills, controlled writing), Communicative Activities (question-and-answer exercises, group discussions, language games), and Fluency-Based Activities (public speaking). The study also highlights key factors influencing the program. Microsystem factors, such as teacher support, a positive environment, and peer collaboration, enhance student confidence. Mesosystem factors, like school policies and facilities, support continuity. However, challenges such as inconsistent student attendance, limited facilities, and disparities in proficiency levels stem from exosystem and macrosystem factors. These findings emphasize the need for improved teaching strategies, resource allocation, and policy consistency to enhance the program’s sustainability and effectiveness. Keywords: Evening Subject program, speaking skills, language learning activities, supporting and hindering factors.