In this paper, we present the results of a two-part study. The first part reviews and analyzes the textbooks and curricular materials currently used in a number of high schools in the United States. The second part builds on that review and analysis to propose a theoretical framework for future classroom materials that suit the needs of high school learners of Arabic as a foreign language. The number of and demand for Arabic programs at the high school level has greatly increased in recent years; however, the production of level-appropriate Arabic curricular materials has yet to meet this demand (Doffing, Compton, & Allaf, 2013). Anecdotal evidence suggests that the materials used in high schools do not address the interests and maturity level of high school-aged learners, do not employ a communicative methodology, or do not incorporate authentic cultural materials. This places the onus of curricular development on teachers who potentially do not have the time or resources to undertake such a weighty task. In order to investigate the validity of this anecdotal evidence, we conducted a needs and environmental analysis of the present use of Arabic teaching materials in high schools. We have identified materials used at the secondary level and analyzed them using textbook evaluation criteria based on the ACTFL standards (Cisar, 2000), with regard to their treatment of Communication, Cultures, Connections, Comparisons, and Communities (ACTFL, 2013). We have also conducted a survey of high school Arabic teachers, seeking to understand their attitudes toward the strengths and weaknesses of the materials currently in use, in addition to their vision for future curricular materials. We then used the results of our survey to develop a framework for future textbook design in the field of Teaching Arabic as a Foreign Language that meets the needs of contemporary high school teachers and learners. First, we identified a number of methodological challenges, especially the creation of a framework sensitive to the needs of teachers of various experience levels and backgrounds (i.e., native and non-native speakers), as well as students of various linguistic backgrounds (i.e., heritage learners and foreign language learners). The selection and implementation of appropriate textbook evaluation criteria was also an important goal. We then developed strategies for addressing these issues, which we will present in this paper.