Study abroad is typically considered an important step in language learning, as it provides the opportunity to use the target language in a real-life setting. However, research indicates that that there is a great deal of individual variation in linguistic outcomes and target language use during study abroad (Churchill and DuFon, 2006; Collentine and Freed, 2004; Freed, 1995). As interest in studying Arabic continues to grow, more and more students are choosing to pursue study abroad in Arabic-speaking countries (Conlin, 2010). Although there is scant research on Arabic study abroad, existing research demonstrates that Arabic use and interaction with locals outside of the classroom may be problematic, emphasizing the need for further research in this area (Dewey et al, 2009; Kuntz and Belnap, 2001). This paper examines the out-of-class language use of 54 students studying Arabic in Cairo and Alexandria, Egypt. To measure Arabic and English use, I use a modified version of the language contact profile (Freed et al., 2004). The results demonstrate that there is great individual and program variation in the study abroad students' use of Arabic and English. To understand this variation, I draw upon interview, social media, and participant observation data with the study abroad students as well as 23 Egyptian teachers and friends. Using emergent theme analysis, I discuss how factors such as gender, proficiency, religion, physical appearance, individual goals and program structure affect Arabic language use during study abroad. This analysis demonstrates how individual factors can both hinder and help access to Egyptians in Arabic, contesting previous research that focuses on these types of factors as positive or negative predictors of language acquisition during study abroad (i.e. Brecht et al., 1993). I conclude by giving recommendations for Arabic programs at home and abroad based on my research findings, focusing in particular on how programs can negotiate between students and the socio-historical context to facilitate students’ out-of-class Arabic use, as well as better prepare them linguistically and culturally for the experience.