This study examined knowledge of the Arabic language in special and general education teachers, using a knowledge survey, Knowledge of Arabic Morphology and Phonology (KAMP). The KAMP was administered to 180 teachers teaching students with reading disabilities to examine their knowledge and determine whether it was influenced by differences in their specialization, teaching years, and highest educational level. The findings indicated that special and general education teachers have poor phonological and morphological knowledge. Also, there were no significant mean differences between teachers on their knowledge attributed to the differences in their specialization, teaching experiences, or highest education. The study concluded by discussing the findings and suggestions for researchers and policymakers.