In contrast to the colloquial dialects, Classical Arabic maintains a powerful prestigious status among Arabs all over the world for well-known reasons. Israeli decision-makers have long recognized the potential power of Arabic, the mother tongue of the Palestinian minority in Israel, and its central role in constructions of Arab national identity. In this study, I claim that one particular language policy implemented in Israel aims to diffuse this power, thereby weakening the ties of certain Arabic speakers to the language and identity of pan-Arab nationalism. In particular, this paper argues that one of the textbooks of the Druze curriculum in Israel was designed to mitigate the potential power of Classical Arabic, an effect that would presumably result in a strengthening of the students’ Druze identity over the national Palestinian and Arab identity. My argument will be based on a linguistic analysis of the textbook "min al-tur?th al-sha?bi." This textbook, taught in the 9th grade, is a part of the Druze Heritage curriculum designed exclusively for Druze students in public schools in Israel. The paper will begin with a brief sketch of the Druze educational system in Israel. I will then show through linguistic analysis that the language of this textbook mixes colloquial registers with classical. I will then illustrate how colloquial materials have been selected, placed, and used in the textbook to serve as a tool for reshaping the national identity of the Palestinian Druze students in Israel. I claim that the choice of colloquial materials was not arbitrary, but rather can be seen as a deliberate attempt to construct a particular kind of local identity in place of a national or pan-Arab one.