AFL Students’ perceptions regarding Arabic Online Learning Teachers’ perception regarding online teaching has been an important topic to many researchers, however, AFL perceptions, their needs, opinions, and views regarding Arabic online learning have not been given much attention. This is a study that investigated AFL perceptions, expectations and needs regarding future online Arabic language program at the American University in Cairo. Bristow, et.al. (2011) noted “it is important to ascertain these perceptions as they may have significant impact on the progress of online learning and which direction that progress may take.” ALI is in the process of launching an Arabic online program, accordingly, the aim of the study is to determine, how potential AFL perceive Arabic online courses, why they enroll, what courses they prefer, what makes them willing to take more online courses. These are important questions for Arabic language instruction to ask and know in the process of implementing the new Arabic online courses. The study was conducted using a survey comprised of 13 items presented in yes /no and open ended questions. Items focused on reasons for enrollment in Arabic online courses, preference of courses ( MSA / tailored / skill- based /colloquial /culture). The participants were asked to share their perceptions regarding various aspects of Arabic online courses and what motivates them to be enrolled in these courses. Participants gained access to the survey through a link to faculty teaching Arabic at AUC and in different universities in USA. Participants’ responses to the survey were classified into three categories: reasons for taking online courses ( past – future) , Arabic online courses preference and why ( past – future) , advantages and disadvantages of their experiences ( past). Initial results confirmed that their experiences were positive however, the most common complaint was the lack of clarity, interaction and feedback. Some students preferred to be enrolled in face to face traditional culture, speaking and colloquial classes rather than online ones because they believe that these courses need more interaction. Students reported interesting, useful comments that can provide insight in the challenge of building content online courses and providing professional development for teachers involved in online teaching.