The study of heritage learners has advanced understandings and approaches to teaching second language by identifying characteristic features of this learning community. Studies that specifically isolate communities of heritage learners of Arabic tend to focus on ethnic heritage learners, i.e. Arab students, but do not specifically address religious heritage learners, i.e. non-Arab Muslim students (Rouchdy, 1992). This paper examines qualitative data from religious heritage learners of Arabic to suggest that religious heritage learners can be characterized by their trends in prior language exposure, motivation and shifts in motivation, and displays of identity. This paper analyzes surveys, interviews and discussions with 14 religious heritage learners of Arabic during the spring of 2009 at the University of Texas at Austin. The analysis begins by characterizing similar trends in prior exposure to Arabic before entering the university classroom. A closer examination of these trends can help inform teaching approaches as educators tap into these learners familiarity with particular lexical items and grammatical concepts, pronunciation, and most significantly cultural competence. Trends in motivation for learning Arabic and shifts in motivation during the course of Arabic study were also evident. Broader analysis of these trends as well as attitudes towards learning dialects and teacher preferences can help to shape learning experiences that encourage these students to continue past introductory levels. This is uniquely important in the Arabic classroom where attrition rates past the intermediate-level are high and where more contact hours are needed to reach proficiency. Finally, the effect of their studies on the learners’ personal spirituality and perceptions thereof emerged as an important topic to analyze since it generated the most detailed and varied responses. Narratives provide a glimpse into the complexities of their religious identity in the Arabic classroom and their identity as a learner of Arabic amongst Muslims. The analysis is followed by suggestions for further research and curriculum development. A closer look at religious heritage learners of Arabic can help educators enhance the learning experience for both religious heritage learners as well as their peers by using characteristics such as prior language exposure, motivation, and displays of identity to target their teaching approaches and strategies more effectively.