Due to the rise in the rank of Arabic students in schools in the United States (U.S.), this qualitative study was designed to investigate the perspective of Arabic mothers in the U.S. regarding their experiences of involvement with their children’s schools. The approach includes a convenience sample of eight Arabic mothers. Through virtual focus groups, individual interviews, and concept maps the eight Arabic mothers shared their experiences and perceptions of what their children's primary schools and early childhood education programs are doing to involve them. Additionally, the study explored participants' recommendations for schools regarding family involvement for other Arabic families with children in schools in the U.S. The study yielded seven major themes: 1) school community/overview of school traits; 2) benefits of having children at the same school for a long time; 3) parent/teacher roles; 4) communication between home and school; 5) involvement; 6) challenges, including mothers’ concerns; and 7) mothers’ recommendations. The findings demonstrated that Arabic mothers have positive thoughts about their children’s schools and want to participate in their children's schooling at home and school. However, they are facing some obstacles related to limited time, English, and other factors that often prevent their involvement. The research provides other Arabic families, districts, and school leaders with valued religiously and culturally responsive suggestions to facilitate and improve Arabic family involvement.