The growing demand for Arabic language learning has resulted in the gradual expansion of digital platforms as an alternative instructional strategy to the traditional classroom. Accordingly, this work undertakes a comparative analysis of student satisfaction in Arabic language learning environments between Jordanian universities and private language centers using a quantitative research design. Data from 301 students are collected through structured surveys to summarize five major key dimensions: teaching quality, educator engagement, infrastructure and resources, provision of student services and personal engagement. The results obtained indicate that while traditional instruction enhances greater student inter-action and higher student engagement, digital instruction extends much more accessibility along with infrastructure benefits. Statistically significant differences are observed between the two modalities in student satisfaction levels. Therefore, the paper highlights the need to integrate computer literacy into teaching methods and encourages the adoption of a hybrid learning approach that capitalizes on the strengths of both. Subsequent analysis could probe the preferences of the students for learning outcomes in blended Arabic programs, thus adding valuable information as to how it could be further fine-tuned to advance pedagogical strategies and increase learner delight.