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This study proposes a strong and innovative model of teaching that centers on the student, and reports on the efficacy of this model using quantitative research procedures. This model of teaching is systematized in the Marhaba curriculum, a method of teaching first year high school Arabic designed, tested, and evaluated by the Marhaba Project. The Marhaba curriculum is founded on best practices and is a natural outgrowth of contemporary education theories, including non-linear curriculum design and multiple modality teaching materials that take into consideration students' diverse learning styles. Analysis of data indicates that use of the Marhaba curriculum positively influences student proficiency in Arabic. In particular, students become proficient regardless of a student's gender, grade, socioeconomic status, or parent educational background. Also, student proficiency is not dependent on a student's attitude to learning or engagement in class, or a student's attitude toward the curriculum.