The “Story-Based Language Teaching (SBLT)” is one of the most effective approaches in
language pedagogy that addresses various elements and parameters in different texts. The aim
of this study is to locate SBLT elements in one of the popular Holy Quran’s stories; namely,
Abraham`s story known as a pedagogical text, based on Javadi Amoli (۲۰۰۶) and Farhadian’s
(۲۰۱۱) Quranic pedagogical frameworks. To this end, the corpus of ۱۳۰ verses containing the
Abraham narration from various surahs was scrutinized and analyzed to extract their precious
methods and strategies. To do that, the coding system was utilized to account for the
frequency of the predominant method. Upon completion of the coding procedure, the interrater (coder) reliability was estimated and the results were confirmed by ۸۱% reliability. The
results illustrated that most of the Quranic pedagogical methods proposed by Javadi Amoli
(۲۰۰۶) and Farhadian (۲۰۱۱) are manifested in Abraham`s story and some other methods were
found by the present researcher through further analysis. The above-mentioned methods from
the most repeated to the least ones are Storytelling, Repetition, Precise look, Wisdom,
Encouragement, Socratic method, excellent examples, Sympathy, Metaphor, Parable method,
Prayer, punishment, Discussion, Debate, Simile, Observation, Experience, Legislation,
Holistic view, and Exemplification, respectively. Furthermore, it was confirmed that the
dominant instructional methods in this story were inductive and explicit. The findings
contribute to Quranic courses syllabus design and teaching pedagogy