This article is based on a case study of a white American graduate student, Mark, who achieved "Superior" oral proficiency in Arabic according to the ACTFIi Oral Proficiency Scale. Based on multiple data sources (e.g., interviews, observation, document analysis), the study highlights Mark's multiple identities as a language learner, language instructor, and as a (non)member of a target language community. It is hoped that the study will inspire and inform language learners and educators of LOTEs (languages other than English), particularly, of LCTLs (less commonly taught languages), such as Arabic. (Contains 2 notes and 1 table.)