This study investigated the reading experiences of Arabic language learners who were introduced to the ALDAAD Web-based leveled reading program compared to the experiences of students who followed their school's mainstream Arabic reading curriculum. It focused on ACTFL's number one research priority area: integration of language, culture, and content. Students' perceptions coalesced around four different dimensions: (a) affective attitude (positive/negative), (b) engagement (student-centered, instructor-centered), (c) satisfaction, and (d) access (facilitated/restricted). The research findings present a significant difference in the reading experiences of students who used the ALDAAD program compared to the experiences of those who were exposed to the mainstream reading curriculum at their school. The study presents a number of pedagogical implications pertaining to second language, heritage, and native speakers of Arabic. Recommendations are presented on how to best address the reading needs of emerging Arabic readers and the concept of building a positive social-sharing aspect to reading in Arabic.