Arabic language instruction represents one unique case in that, although it has been nationally growing over the recent years across the US, little is being done to address pedagogical and curricular challenges that teachers and students frequently report. This case study reports on the first initiative to hybridize beginner and intermediate Arabic classes at the college level. Particularly, this case study reports on first and second-year Arabic courses that were taught in hybrid formats in an American university. This was the first implementation of a hybrid program for Arabic as a foreign language. The implementation of the hybrid program reinforced language skills based on proficiency standards and language acquisition theories. While addressing the four language skills, the online tasks were guided by proficiency standards as set by ACTFL (2012) and VanPatten’s (1996, 2006) input processing model. Learner output was emphasized through writing and speaking tasks, and vocabulary was recycled through multiple exposures to provide opportunities for retention. First and second year Arabic classes met 4 times a week face-to-face and one hour online. The modules were delivered to students through the campus online Desire2Learn platform. Seventy six learners participated in focus groups, semi-structured interviews and an exit online survey. Thematic analyses indicated that students enjoyed the overall experience of having hybrid Arabic courses and welcomed the flexibility that it provided them in their schedules. Most students reported that the hybrid component developed their reading and writing and provided more opportunities for dealing with listening and speaking tasks more efficiently. The hybrid program achieved its objective of ensuring students’ preparedness for upcoming classes and devoting class time for meaningful structured-input activities. The study concludes by providing implications for online program developers and instructors to enhance the implementation and quality of the flipped communicative approach in less commonly taught languages. Key Words: Arabic Hybrid Classes, Students’ Perceptions, Foreign Language, Pedagogy, Technology Works Cited: American Council on the Teaching of Foreign Languages. (2012). ACTFL Proficiency Guidelines 2012. Available from, http://actflproficiencyguidelines2012.org/ VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex. VanPatten, B. (2000). Processing instruction as form–meaning connections: Issues in theory and research. In J.F. Lee & A. Valdman (Eds.), Form and Meaning in Language Teaching (pp. 43–68). Boston: Heinle and Heinle.