Qur’anic recitation, or tajwīd, is an art form that can be used as a pedagogical tool to encourage, support, and enrich the learning experience of students of both Classical and Modern Standard Arabic (MSA), or fuṣḥā. Understanding tajwīd rules engages the four major skills of language (reading, writing, listening, speaking) and provides students with a firm grounding in foundational aspects of formal Arabic, especially pronunciation. Learning tajwīd can motivate students of Arabic by helping them build embodied connections to the complex sonic aspects of language and nuanced meanings. This paper draws from classroom observation and applied linguistics research to explore the wide-ranging benefits of utilizing tajwīd as used as a tool for Arabic language instruction. The fundamental principles of learning tajwīd are: (1) the points of articulation (makhārij al-ḥurūf); (2) the manner of articulation (ṣifāt al-ḥurūf); and (3) the rules of recitation (aḥkām at-tilāwa). Through exercises directed at precise articulation, students of Arabic can learn to differentiate between vowels and fine-tune their pronunciation of consonants. By actively engaging with the language in this way, students learn to express musicality in tone and rhythm, while simultaneously absorbing grammatical rules and sentence structures along the way. Relatedly, this paper also argues for a reconceptualization of conventional categories of Arabic learners (i.e. non-native, heritage, native speakers). Since everyone learns MSA in school, this author argues that native speakers of formal Arabic do not exist, and that fuṣḥā ought to be considered as a foreign language for everyone. From this perspective, learning Arabic through tajwīd can benefit anyone learning MSA, regardless of linguistic background. This is the case even in countries where Arabic is an official national language. For example, many Amazigh students in Morocco grow up in environments in which Arabic is not commonly spoken in their communities or homes. For these students who study Arabic as a second language in school, tajwīd training can be a key step in the language learning journey and can aid them in the process of integration into Moroccan society. Teaching tajwīd can be a challenge, especially for students who did not grow up in Arabic-speaking countries. However, the beauty of this challenge lies in the aesthetic pleasure of the experience. For students and teachers alike, including tajwīd as a part of Arabic pedagogy can be immensely beneficial, not only in language development, but also in appreciating the traditional craft and artistry of reciting the Qur’an.