The University of Michigan’s Arabic Program utilizes the textbook considered the standard for Arabic instruction across the country, al-Kitaab fii Ta'allum al-'Arabiyya, hereafter, al-Kitaab. However, al-Kitaab has been cited as problematic by students of Arabic as it is riddled with politically charged vocabulary, conflations of Arab culture with Islam and Muslims, perpetuates negative and Orientalist stereotypes about Arab culture, and misrepresents the purposes of the Arabic language. The textbook is often used in the context of introductory Arabic courses and by students who are new to the language and Arab culture. As such, al-Kitaab is coming from a position of perceived legitimacy when it places more importance on politically charged vocabulary than basic, everyday vocabulary. The book has been cited as problematic for synonymous reasons in multiple university papers across the country with examples including articles in the Stanford Daily , Chicago Monitor , and the Tufts Daily . In this paper, we explore how the textbook is perceived in the eyes of other students at the University of Michigan (U-M) and on college campuses around the country as well as the potential impact(s) of teaching Arabic in a politicized manner on the perceptions of Arab culture. We initiated this work by publishing an opinion piece in the U-M’s school newspaper and circulating a petition around different student organizations which was signed by over 100 individuals who previously used the textbook. Many of these signatures were accompanied with qualitative data that were subsequently used in conversations with faculty members and staff members in the Department of Near Eastern Studies. In addition to problems with diversity, equity, and inclusion, some professors expressed issues with the presentation of grammar and language development in the textbook series. In this paper, we discuss the research that we conducted related to Arabic instruction materials and the implications of using such materials.