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Outcome-based Arabic teacher education requires graduate outcome monitoring, yet program-specific online tracing in Indonesian Islamic universities remains under-documented. This documentary case study analyzes post-enrollment digital student support and alumni engagement—not online instruction—in an Arabic Teacher Education Study Program. The 2025 Self-Evaluation Report (LED; Laporan Evaluasi Diri) was cross-validated against Independent Accreditation Institute for Education (LAMDIK) field assessment minutes and coded for tracer workflow, outcome indicators, and quality-assurance follow-up. Online graduate tracing operates through the Talian platform (talian.uir.ac.id), SMS reminders, alumni networks, and a real-time dashboard (app.uir.ac.id), linked to upstream WhatsApp-based retention monitoring. Across study-year cohorts TS-4 to TS-2 (Tahun Studi), 39 of 42 graduates (92.86%) were traced; 97.5% were employed, self-employed, or studying further; average waiting time to first employment was 4.8 months. Employer surveys flagged relative weaknesses in foreign-language and information-technology domains (58.24% and 69.23% “very good,” respectively). The LED does not report employer sample size, and domain percentages are not independently verified competence measures. Documented institutional responses, planned SMART targets (2026–2027), and unevaluated follow-up are classified separately (Table 11). The study offers a descriptive workflow model for technology-enhanced post-program monitoring in face-to-face teacher education.