Adolescents resettled to the US from conflict-affected countries in the Middle East and North Africa region face a range of acculturative challenges, including language barriers, that may affect their wellbeing. This qualitative study aims to understand the variety of approaches US schools use to support the education of Arabic-speaking students. Utilizing Ruíz’s influential typology of language orientations, our analysis reveals a range of school approaches aligning most closely with the ‘language-as-problem’ and ‘language-as-resource’ orientations. Participants identified several perceived effects of these orientations on academic achievement and acculturation, and providers highlighted promising directions and potential barriers for bolstered language supports. Findings indicate that Arabic-speaking newcomer students experience persistent language inequity but also locate promising pathways towards reducing these inequities. We discuss structural shifts schools can implement to bolster language as a resource and move towards larger systems change in which heritage language is a right.