The question of how to help students to reach higher language proficiency levels is always raised among language teachers and curriculum designers. A better understanding and an effective employment of the ACTFL proficiency guidelines provide language teachers with: a description of students' language abilities and "a washback effect on curriculum and instruction for language learning", Swender (2012:5). This presentation aims to share my experience in teaching CASA advanced modern standard Arabic summer content course at the Center for Arabic Study Abroad (CASA) in the American University in Cairo. The curriculum designer developed this course based on the experiential learning. First, authentic Arabic texts/short stories describing the historical, economic, social and cultural aspects of different places in Cairo are selected. Second, guest speakers; authors of some of the chosen texts are invited. Third, field trips to different places in Cairo are conducted. As the class teacher, my role was to move with my students from the out-of-class to the in-class activities and assignments. Focus was on helping students to reach the superior level in relation to the modes of communication within the ACTFL proficiency benchmarks. Regarding the communication mode, students are asked to pick a text from among the assigned texts and give an oral presentation expressing their own views. Students are also assigned to summarize what they interpreted from talks delivered by both the guides/specialists in the places visited and guest speakers invited. In relation to the intercultural communication mode, upon reading the assigned text, students engage in classroom debates to express their own views, re-assess others’ views, comment and criticize the different perspectives addressed in the tackled texts. Students also interact with the guest speakers and guides/specialists to share an understanding of the Egyptian culture. As for the interpretative communication mode, students are asked to deduce meanings and ideas embedded in the assigned texts written in a complex Arabic language. Students’ linguistic competence is stressed through the interpersonal communication mode. In other words, while engaging in oral debates and writing reflection papers about the assigned texts, talks of guest speakers and guides/specialists, students are trained to simulate the sophisticated spoken and written discourses of Arab speakers coherently with regard to interpretation and production of abundant vocabulary, idiomatic expressions, complex syntax and morphology and appropriate stylistic devices. Finally, I believe that sharing my experience in teaching this course is a good exemplary for language teachers and teachers in other disciplines.