From musical settings of medieval Sufi poetry, to renditions of modern poetic works, to contemporary hip-hop and trap, when utilized effectively in the language classroom, music can help students develop and maintain Arabic proficiency at all levels. In addition to helping to improve listening, speaking, grammar, and pronunciation, a music-centered curriculum - and active participation in music-making in the classroom - encourages students to connect meaningfully with the Arabic language through embodied practices. As I highlight in this paper, teaching Arabic through the lens of music and cultural arts can illuminate cultural, societal, political, and historical topics while simultaneously providing rich opportunities for pleasurable enjoyment of its sheer sonic and aesthetic beauty. This paper argues that incorporating music-making, listening, and sharing as an essential component of the Arabic language classroom has wide-ranging benefits. Drawn from pedagogical experience and classroom observations, student surveys and interviews, and critical literature in the field of second language acquisition, the author presents several innovative approaches, teaching tools, and course assignments that can accelerate and augment the learning experience for students. This approach also provides a welcome alternative to the standard avenues for teaching Arabic in the US that have focused on developing language for diplomacy, journalism, and war. Listening is one of the greatest challenges for Arabic learners, especially given the complex diglossic nature of the language and the diversity of spoken dialects. By assigning regular “listening portfolios,” instructors can empower students to explore topics of particular interest to them, while simultaneously increasing their exposure to colloquial speech. College radio stations are, I argue, an untapped resource for language instruction; the radio station is readily transformed into an interactive language lab for engaged, multidimensional, dialogue-based, student-centered activation of the language they are learning in the classroom. Curating, hosting, broadcasting, and sharing their own Arabic radio shows gives students a great sense of accomplishment and strengthens their commitment to language learning and cultural learning more broadly. Furthermore, given the ease with which music broadcasts, audio recordings, and playlists can be shared across distances, this method has a unique capability of connecting students with native speakers abroad, fostering meaningful human connections beyond the classroom. Perhaps most importantly, entering music in the Arabic classroom not only improves overall learning outcomes but also makes the material more meaningful and enjoyable.