This study examines the impact of Total Quality Management (TQM) practices on the quality of Arabic language education programs designed for non-native learners. Using a quantitative correlational design, survey data were collected from 180 instructors, administrators, and quality assurance coordinators across higher education institutions and language centers. The instrument measured five TQM dimensions (leadership commitment, learner focus, continuous improvement, faculty involvement, and data-driven decision making) and four program quality dimensions (curriculum effectiveness, teaching quality, assessment quality, and learner satisfaction). Results from Pearson correlation and multiple regression analyses indicated strong, positive relationships between TQM implementation and all dimensions of program quality (r = .61–.82, p < .01). Leadership commitment and continuous improvement emerged as the strongest predictors of overall program quality (β = .36, p < .001; β = .29, p < .001, respectively). The findings support the adoption of comprehensive TQM frameworks to enhance Arabic language programs serving non-native learners.