This paper introduces the morphological ‘sampler’ designed to accompany an online course in elementary and intermediate Modern Standard Arabic. Even in one’s first weeks of learning Arabic, an acquaintance with the basic notion of roots and patterns is extremely helpful. Without an awareness of how prevalent these patterns are, students can be hard put to discern order in the masses of new information they encounter. Once attuned to them, however, making analogies becomes possible, ambiguity is reduced, and recall is facilitated. Because patterns are based on phonology, a careful introduction to them can also help immensely with pronunciation. As an adult learner of Arabic, and a long-time teacher of it, the author can also attest to the fact that elementary learners sometimes become frustrated at being obliged to communicate in very basic fashion for months on end. These analytical exercises require the use of higher order thinking and can provide a welcome change of pace and a satisfying complement to the other skills they are working on. The sampler consists of 22 bite-sized “Morphs” which address, among other things, dual formation, sound plurals, the place noun, root identification clues, adjective patterns, and some derived verb forms. Of particular interest are the segments devoted to broken plural patterns and the links between particular broken plurals, root types, and semantics. Each "Morph" is limited to one to two pages in length in an aim to introduce students to a pattern and pique their curiosity without overwhelming them. A brief explanation is followed by a data bank which must be used to solve a morphological puzzle. Vocabulary is chosen to reinforce and supplement that most commonly encountered at the elementary and lower intermediate levels. This graduated Morph sequence can be covered in a year’s course work, and can be usefully approached at any point in the elementary or intermediate level. Morphology receives only a modicum of attention in many contemporary Arabic programs. It is my contention that students benefit from its direct incorporation into the curriculum. To reach fluency in Arabic, there are no ‘miracle cures’. As in learning any other language from scratch, much effort is required. Students will still require intensive work in reading, writing, listening, and speaking. But add morphology to the mix, and it’s like working out with steroids - except that morphology is very legal, and lots of fun.