Old Medinas in the Middle East and North Africa (MENA) have served as valuable spaces for education and learning of crafts, architecture, language, and arts, where indigenous vocabularies and skills have been created and shared. Although these ways of knowing and learning are still taught to younger generations by Maalams, even Arabic teaching programs can benefit from the masters of these crafts and their pedagogies. Indigenous methodologies are actively evolving areas of study, praxis, and exploration that are yet to be used in the field of language instruction for their benefit to the language curricula in which instructors can design innovative materials, engaging assignments, and activities that are both creative and real. This paper explores the Medina as a classroom where learners engage directly with inhabitants as custodians of these spaces who use indigenous methods every day to teach crafts and language skills, which can support Arabic instruction. I will examine how Arabic curricula can use Mujawara (DEFINE) and indigenous mentorship, developed and practiced by craftsmen and women in North Africa and the Middle East for many centuries, to teach Arabic to young learners in a way that contextualizes learning and brings it to life. I draw on research in indigenous education, language instruction, and study-abroad fieldwork to argue for Arabic language pedagogy that is grounded in exploration of the Medina to create tangible, rich content that is contextualized in real Arabic-speaking cultures.