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Mathematics was a difficult subject for students. A learning approach was needed that makes students learn meaningfully. This was an approach based on local culture and personality. The personality approach was a balance between worldly values and religion. The purpose of this study was to examine the contribution of learning approaches and school culture to the ability to understand mathematical concepts of students of TERPADU Islamic Schools in Bengkulu, Indonesia. The learning approach was "TERPADU" (Study, Elaboration, Formulate, Presentation, Application, Worldly, Ukhrowi). This was a survey research. The sample was chosen randomly from 120 students, from all students of Integrated Islamic Schools in Bengkulu as a population. It involves three latent variables, namely the learning approach, school culture, and the ability to understand mathematical concepts. The research instrument was a test of the ability to understand mathematical concepts, and two questionnaires. Both were learning approach questionnaires, and school culture questionnaires. Data were analyzed using Structural Equation Modeling and Confirmatory Factor Analysis. The results of this study were that the reliability of the learning approach variables, school culture, and the ability to understand mathematical concepts produce good values. All three variables have good consistency. There were 27% contribution of learning approaches to the ability to understand mathematical concepts, and the contribution of school culture was 23%. The conclusion was that there was a positive direct effect of the learning approach on the ability to understand mathematical concepts. Also, there was a positive direct effect of school culture on the ability to understand mathematical concepts. The "TERPADU" approach and school culture make a positive contribution to the ability to understand mathematical concepts.