This study aims to describe the design of the Arabic language environment (bī’ah lughawiyyah) as a support for active and interactive learning through the stages of preparation, implementation, and evaluation. The study is motivated by the importance of a language environment in improving learners’ communicative competence and the need for a systematic program design to ensure effective and sustainable implementation. This research employed a qualitative approach using a library research method. Data were collected from books, journal articles, research reports, conference proceedings, theses, and other relevant academic sources. The data collection technique used documentation, while the analysis was conducted through content analysis involving data reduction, classification, interpretation, and conclusion drawing. The findings indicate that an effective Arabic language environment consists of three major stages. The preparation stage includes the formation of a language team, the development of language regulations, the provision of language-supporting media, the preparation of daily language materials, and training for teachers and language supervisors. The implementation stage involves daily vocabulary enrichment, daily conversation activities (muhadatsah yaumiyyah), Arabic-speaking areas, Language Day programs, Arabic speech activities, creative language programs, daily expression habituation, and language monitoring. The evaluation stage is conducted through daily, weekly, monthly, and program evaluations followed by continuous improvement measures. This study contributes by proposing an integrated conceptual model of bī’ah lughawiyyah design that can serve as a reference for educational institutions in creating active, interactive, and communicative Arabic language learning environments.