Arabic heritage learners’ second dialect acquisition is a topic that has been scarcely addressed in the existing literature on the teaching of Arabic as a foreign language. The present study investigates the motivations and attitudes of Arabic heritage language learners (HLLs) towards studying a second Arabic dialect. A questionnaire was administered to collect learners’ motivations, perceptions and attitudes in two US universities that adopt an integrated approach to teaching Arabic as a foreign language. The study addresses the following questions. What are heritage learners’ attitudes and levels of motivation towards studying a second Arabic dialect? What are the pedagogical implications and recommendations for instruction? The collected data was analyzed both quantitatively and qualitatively. Quantitatively, participants’ responses were analyzed using the Likert package in the statistical programming language R. Qualitatively, participants’ responses to open-ended questions were analyzed through categories that emerged from shared themes that were later coded to correspond to the main areas covered in the questionnaire. The results of the analysis showed that Arabic HLLs were motivated to study their heritage dialect while they tended to have less favorable attitudes towards and less interest in learning a second Arabic dialect. The pedagogical implications and recommendations of this research can be relevant to institutions similar to where the study was conducted. This study allows the voices of Arabic HLLs to reach teachers, pedagogists and language coordinators and guide them in their continuous research for appropriate and effective teaching practices for Arabic heritage learners.