This paper prepares teachers of English as a foreign language for many of the conditions they will encounter while teaching in the Arab world. The general theme is that attitudes of understanding and tolerance can lead to substantive improvements in professional morale and classroom effectiveness. Emphasizing the different regional factors and cultural sources of many areas known to be problematic, the paper identifies and analyzes such attitudinal and perceptual concepts as time, "never-say-no-ism," expatriate feelings of temporariness and alienation, education as a perceived value, the image of teachers, and the role and image of women. Factors affecting linguistic pre-conditionings and their effects on teaching are evaluated as well. Drawing upon the accumulated and multi-national experiences of English teachers in Libya (case study), Egypt, Morocco, Tunisia, Algeria, Saudi Arabia, and other Arab countries, the paper also examines various practical aspects of teaching which include coeducation, familiarity with students, cheating, and the role of EFL in the curriculum. In addition, advice is provided for dealing with bureaucracies. Appended to the paper is a list of suggested readings which treat relevant linguistic and regional topics. (Author/CLK)