All prior language research has shown that a negative attitude towards one’s mother tongue not only makes mastering the language difficult but also detrimentally affects the person’s self esteem. Across the Arab world, Classical Arabic (CA), and its derived form, Modern Standard Arabic (MSA), are perceived as the “high” form of language whereas, the local mother tongues, or “dialects” are usually perceived negatively. The situation in Qatar being no exception, presents an opportunity to improve the instruction of Arabic language for young children in the beginning grades of elementary school, by utilizing the affordances of technology-enhanced learning tools in conjunction with a new curriculum suggested in an ongoing NPRP project. The proposed research will a) explore curriculum improvements along with the integration of educational technology, as dictated by current learning theories, b) facilitate the smooth transition from the dialect to Modern Standard Arabic (MSA), helping students along the way understand the nature of this transition, and c) actively engage the communications media in promoting Arabic language acquisition/learning. In summary, this research will focus on the effectiveness of a new pedagogical model supported by educational technology aiming at helping Qatari students improve their proficiency in MSA. The ultimate objective is to help Qataris preserve and maintain their distinct identity, by helping them hold firmly to their own language.