The number of heritage learners (HLs) has increased in recent years, but their different unique linguistic and cultural needs are yet to be addressed, especially in Arabic teaching programs. These students are valuable asset to language programs and to the college institutions in general. In this paper, I will examine the challenges Dartmouth College heritage learners (HLs) face while learning Arabic in a curriculum that is designed for students with little to no prior knowledge of Arabic. I will shed light on their motivations, expectations, and perceptions of their learning abilities with the goal of proposing future course design that addresses their needs. I draw on qualitative research based on surveys and interviews with HLs at Dartmouth College to address the following questions: How to develop strategies to enable HLs apply their prior linguistic and cultural knowledge for deeper exploration? How can we support their appreciation for the diversity of the Arabic language and culture? What are the benefits and possibilities for creating a special Arabic language program to address these needs and challenges? One of the goals of this study is to develop our pedagogies and course content in the Arabic Department at Dartmouth and to create a class for heritage learners (Arabic 4) for better engagement in learning Arabic and to build a cohesive, authentic, and equitable learning environment for them.