Artificial scarcity occurs when individuals or groups face an inability to access or are excluded from sufficient or desired resources, even when those resources might be available (Daoud, 2015). This results in situations that work contrary to the aspirations of inclusion, diversity, equity, accessibility, and sustainability. This conceptual article attempts to introduce artificial scarcity into discussions of language education, looking at four areas where it arises: (1) languages and language varieties; (2) ranking; (3) materials and resources; and (4) opportunities for teacher professional development. In doing so, it raises complex issues, presenting differing opinions, and offering strategies for resisting or overcoming artificial scarcity in order to bring about greater abundance and transformation in and through language education.