Oftentimes the Arabic language classroom is divided into two broad learning groups: non-native and heritage learners. However research suggests that there are different types of heritage language learners (HLL). These differences may be due to the learners’ motives for learning the language whether communicative or cultural or as a direct result of where these learners are raised. It is increasingly clear that the environment where learners are exposed to the language creates at least two types of HLL. Students in Gulf universities represent a different kind of heritage learner from those in the US. In the Gulf context they live and are raised in a country where the HL is spoken but have minimal formal instruction in the language if any. Thus for a growing minority of students in Gulf countries the effect of globalization and the extensive influence of Western culture in the Arab world have turned these native Arabic speakers into heritage speakers even though they live in Arab countries. Many affluent Arab families have elected to send their children to private and international schools that use English as the language of instruction. While more emphasis on English is a very credible motive this often comes at the expense of the Arabic language. This emerging category of learner consists of neither typical Heritage learners nor fully native ones; instead they could be considered Heritage+ as they occupy the ground between the two polarities. It is therefore important to understand the different types of HLL as well as their needs and motivation and how this knowledge can be used to develop profiles for varying types of HLL when designing instructional resources and materials. By initially defining two types of HLL this paper provides insight into the design of tailored learner-centered HLL curriculums at the university level.