One of the strengths of language study abroad programs has been the varied degrees of immersion students of foreign language experience in the settings where they are able to speak and hear the language on a daily basis and experience the culture first hand. The immersion experience has recently been enriched by the addition of the experiential learning component which has added a new dynamic dimension to the teaching and learning of Arabic as a foreign language. Experiential learning takes students out of the conventional comfort zone of the classroom and encourages students to face new challenges which foster learning through experience and interacting. In this paper, I will draw on my research on the summer Arabic study Abroad program in Morocco to provide a description of the logistical and pedagogical challenges teachers face in integrating the experiential learning component in their curriculum and how to manage constraints connected to the differences in students ‘levels, especially at the beginning level , and the adjustments to the regular curriculum. I will also analyze the transformative experience outside the classroom in terms of the role of learner-generated content in not only enhancing cultural competency but in leading to the development of fluency, proficiency and confidence. The experiential learning involves cognitive stages that move from planning to observing and from interacting to reflecting and sharing. It therefore involves adjusting learning goals and pre-established tasks that make the students partners in the learning situation and promote development of intercultural competencies so they can align their learning outcomes with cultural competencies that enable them to move across linguistic and cultural boundaries and understand and appreciate multiple perspectives within a comparative and global context.