This article analyzes the contents of Arabic grammar curricula authorized for the upper years of primary school by the ministries of education of Israel, Palestine, Jordan, Lebanon, and Saudi Arabia. The article aims to determine the attitudes and rationales behind these curricula, as well as their objectives, the grammatical materials they cover, the amount of time they allocate to the study of grammar, and their educational and pedagogical approach. Drawing on the results of a comparative analysis, the authors propose developmental alternatives to the current curricula. Arabic language instruction in Hebrew language schools in Israel is not addressed. The results of the study suggest that the examined curricula fail to achieve the functional standards for grammar instruction they set for themselves and to integrate the various domains of linguistic study, and that they suffer from other weaknesses that must be addressed.