The Arabic language, long regarded as a rich medium for culture, knowledge, and identity in the Arab world, is currently navigating complex shifts in status and perception. This paper draws on the lived experiences of Arabic language teachers in Saudi Arabia to explore how these shifts are understood and experienced in classroom contexts. Through one-to-one interviews with ten teachers, the study examines how teachers perceive the place of Arabic within society and in their teaching practices. Participants observed that Arabic is sometimes seen by parents and students as less of a priority compared to other languages, particularly English, which is often associated with broader career and economic opportunities. Additionally, several teachers noted that their entry into the profession was shaped more by limited academic choices than by deliberate intention, an observation that may reflect broader societal views on the profession. The study sheds light on how teachers perceive these dynamics and how challenging it is to engage students and foster appreciation for the language. These insights reveal the broader ideological and educational challenges surrounding language teaching and underscore the importance of supporting Arabic language teachers in preserving and promoting its value in a globalised educational landscape.

Keywords: Arabic Lanugage, Teachers' Perceptions, Language Status, Language Value, Pedagogical Challenges.