The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self-Worth) of self-concept in Arab American adolescents in relation to their school experiences, including discrimination, self-perceived teacher social support, and self-perceived classmate social support. Half of the sample either experienced some form of discrimination or knew someone who had. An experience of discrimination was significantly related to students' Scholastic Competence. Self-perceived classmate support was significantly related to all domains of self-concept; however, self-perceived teacher support was not significantly related to any of the self-concept domains. Implications of these results are discussed, as well as strategies for how to provide positive relationships for Arab American students and their families. (Contains 4 tables.)