This research examines the management of ICT training to improve students' digital literacy at BLK Islamic Boarding School al-Mizan-Majalengka. This research departs from the advantages possessed by al-Mizan BLKK in producing students who have skills in the field of digital literacy. The purpose of this study is to find out more about the description of training management at BLKK al-Mizan Islamic boarding school, starting from the planning, organizing, implementing and evaluating stages. Through this research, it is hoped that this research will be able to find a management model design for ICT training to increase students' digital literacy. Management functions as stated by George R. Terry include: Planning, Organizing, Actuating, Controlling functions. This study uses a qualitative approach, with a descriptive analysis method. Data collection techniques were through observation, interviews and documentation studies, which were extracted from a number of valid sources (informants), including pesantren leaders, Heads of BLKK, Instructors, Santri and Community (training participants) and several graduate users. The research results obtained: first, the planning of the training program at Al-Mizan BLKK includes the provision of administrative completeness, recruitment and selection of participants, technical preparation (setting achievement/output standards, HR standards, content/material standards, process standards, evaluation standards, financing standards, facilities and infrastructure standards). Overall the planning stage is in accordance with the planning standards that have been decided by the Director General of Training and Productivity Development; Second, the organization of the ICT training program at BLKK Al-Mizan, is shown by the existence of an effective organizational structure functionally, the determination of human resources in accordance with scientific capacity and work experience, the function and delegation of authority to each position in accordance with their duties and functions. So that the implementation of SOP and Job Descriptions went very well; third, the implementation of ICT training activities at BLK Al-Mizan is guided by lesson plans that have been made previously, which consist of opening and briefing activities, training of 20 meetings, implementation of competency certification, administrative completion, evaluation of implementation, and closing, training documentation, publication of training results and mapping of graduates in the world of work/self-employment. The content of the material being trained includes graphic design material, auto cards, corel draw, adob photoshop, market place and web creation. The method used is tutorial and practice with a ratio of 25:75 (meaning 25% tutorial and 75% practice); fourth, Evaluation for organizers includes: evaluation of implementation, evaluation for instructors, and evaluation for participants. In general, the management of ICT training to increase students' digital literacy at BLKK al-Mizan has met standards and deserves to be used as a training model.