In this paper I introduce a new set of Moroccan Arabic materials I am developing to be used alongside the Al-Kitaab Arabic textbook series (Brustad, Al-Batal, & Al-Tonsi, 3rd Edition, 2011). Arabic curricula in the United States have seen substantial changes over the past few years as a trend toward integrating spoken Arabic continues to gain momentum; this development is reflected in the integral role that Levantine and Egyptian content plays in the the third edition of Al-Kitaab. At the same time, ongoing political instability in Syria and Egypt means that today's Arabic students are less likely to experience immersion in countries where these particular varieties are spoken. Arabic study abroad programs are now turning westward, and Morocco is emerging as one of the premiere sites for Arabic language study abroad and a focal point on students' radar. This shift of focus underscores a critical need for quality pedagogical resources for Moroccan Arabic. A few introductory-level Moroccan Arabic textbooks are currently available, among them an offering by Chekayri (2011) and the U.S. Peace Corps (2011). What is still needed in US classrooms, however, is a fully integrated curriculum that treats the Moroccan dialect as part and parcel of a unified Arabic course, rather than an add-on to a primarily MSA program. To meet this challenge, my Moroccan curriculum plugs directly into the Al-Kitaab series, using the same model as other varieties: equivalent Moroccan and formal terms are learned in parallel with the help of audio recordings, Moroccan-specific grammar notes and activities provide clarification and language activation, original Moroccan video scenes reinforce listening skills while providing cultural context, and Moroccan is used as the primary spoken medium in the classroom. While on the surface the project may thus appear to be a translation effort, interfacing Moroccan with the Al-Kitaab textbooks poses a number of methodological challenges. Some of these are linguistic, involving such questions as how to appropriately represent the phonology of Moroccan Arabic (particularly vowels), approach common words of non-Arabic origin, and present meanings for which Moroccan requires more advanced grammatical knowledge than do other varieties. Other challenges involve cultural elements, such as the fact that Moroccans often exhibit different politeness routines and use unique systems of address. Here I present some of the solutions I have found to these conceptual issues and share my experiences, to date, using the new Moroccan materials with first-year Arabic students.