Educational institutions and teachers need to integrate cultural components in their activities and curricula. Language teaching is one of the major influential disciplines in spreading cultural awareness and leveraging students’ intercultural sensitivity and transcultural competence. Notably, language symbolizes cultural reality, and each sign of a language system has a cultural value. Speakers of a language identify themselves and others through their native language, which also refers to their social identity (Cultural Identity). Failure to bridge and reconcile cultural differences between heritage learners (HLs) and non-native speakers leads to misinterpretation and increases cultural tension. The current research investigates strategies and approaches that contribute to developing students’ intercultural and transcultural competence. In addition, the study presents means of assessing both heritage learners and non-native speakers’ levels of acceptance of other cultures and introducing new methodologies, practices, and guidelines to improve students’ cultural proficiency. Moreover, it sheds light on certain aspects to be included in Arabic culture proficiency guidelines, such as degree of interaction, formal and informal registers, speaking styles, discourse functions, non-verbal communication, and etiquette/ behavior/politeness formulae and appropriate forms of address. Finally, this study highlights how to contribute to forming individuals who are not only proficient in a second language but who are also aware of the differences that exist among cultures, which are open to diverse perspectives and beliefs, and who are appreciative of insights gained through open cultural exchange.