Compared to the literature available on other ethnic groups in the United States, there is very little information about school experiences of Arab Americans (Nieto, 2003). This study examines the ways that Arab American women reported positioning themselves when faced with difficult situations related to stereotypical images of Arabs and Arab Americans invoked in educational settings. The theoretical framework of the study is a sociocultural-linguistic view of identity (Bucholtz & Hall, 2005) that posits identity as largely constructed and situated within context. The content and discourse analysis showed that there were 2 components to the women's positioning: internal and interactional. Their internal positioning ranged from extreme frustration to mild annoyance. Their interactional positioning ranged from remaining silent to speaking up forcefully and challenging the stereotype. Both internal and external positionings depended on the nature and directness of the stereotype. (Contains 2 tables and 1 figure.)