Arabic language learning in elementary schools faces various challenges stemming from curricular, pedagogical, and environmental aspects. Limited instructional hours, insufficient teacher competence in communicative approaches, and weak environmental support have contributed to suboptimal learning outcomes. Arabic is often taught textually rather than contextually in relation to students’ daily lives, resulting in low motivation and limited engagement. This study aims to identify and analyze the main problems in Arabic language learning at the elementary level, examine the underlying factors contributing to teachers’ and students’ difficulties, and review relevant findings from previous literature. Furthermore, it seeks to formulate applicable implementative solutions and provide strategic recommendations to improve the quality, effectiveness, and sustainability of Arabic language instruction in elementary education. This research employs a descriptive qualitative approach using a literature review method to analyze problems and propose implementative solutions for Arabic language learning at the elementary level. Data were collected from relevant primary and secondary sources and analyzed through content and thematic analysis techniques to produce systematic descriptions and literature-based recommendations. The findings emphasize that the effectiveness of Arabic language learning in elementary schools can be enhanced through contextual curriculum adaptation, continuous professional development for teachers, and active involvement of the learning environment and community. Collaborative and contextual approaches have been proven to significantly improve students’ motivation, participation, and communicative competence
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