Individuals of Arab descent residing within the United States currently number between 1.2 million and 3.9 million. These families are characterized by considerable diversity depending upon their nationality, religion, and extent of acculturation to both Western and Arab cultures. More recently, Arab families have immigrated to the United States in response to traumatic events, such as war, a situation that has complicated their subsequent adjustment and acculturation to life in the United States. The growth in the Arab American population suggests that school psychologists are increasingly likely to work with their children and families. However, despite the National Association of School Psychologists (NASP; 2000) and American Psychological Association (APA; 2002) ethical guidelines requiring culturally competent practice, little has been written to guide the school psychologist's work with this population. This article draws on the available literature on Arab cultural values and acculturation to enhance culturally sensitive school psychology practice at the individual and systems levels.