This paper will examine curriculum development ideas that take the traditional classroom into the surrounding urban landscape. Specifically, it will look at a new model of teaching the Moroccan dialect of Arabic, darija, in the old medina of Fes. While students of Arabic typically learn Modern Standard Arabic in the classroom at their home institution, this model changes both the type of Arabic (MSA vs dialect) and the “classroom” environment while students are studying abroad in Morocco. Classroom learning is all too often devoid of cultural stimuli that contextualize language. The question then is: How can we, as study abroad providers, give a student a unique language learning experience that fully immerses them into the target language community while at the same time building their awareness and cultural appreciation of that community? Through language, students need to also reflect on the lived experiences of the community in which they are living. The model being developed draws on two pedagogical approaches, namely community-based global learning (CBGL) and phenomenon-based learning (PBL) and overlays them to create a vibrant, in-depth learning environment that enriches the language learning experience by incorporating authentic learning experiences and community partnerships into their instruction. PBL aims at developing a student’s creativity and communication skills through the study of real-world phenomena. CBGL contextualizes the learning locally and, through community partnerships, gives students access to others’ worldviews and experiences. This combined pedagogical approach to language learning fully integrates the student experience into the daily lives of those whose language they are attempting to master. The result is a deep connection to intercultural understanding of the language and how it is used by the language community. The culturally-based learning becomes far more meaningful than traditional classroom instruction. Additionally, this engagement between students and community members builds community trust and strengthens motivation on both sides. On the community side, it offers expanded access to these target language communities, and for the students it builds tangible, real-life connections through which the student can continue to engage in the language autonomously outside of class.