The research entitled (Difficulties in teaching Arabic language among teachers of the preparatory and secondary stages in Guinea – “Conakry as a model”) and the researchers chose this phenomenon for its importance, the most important of which is identifying the causes of difficulties in teaching Arabic language in the two stages, and the research aims to reveal the difficulties in teaching Arabic language in the preparatory and secondary stages and what results from that,

The researchers studied these difficulties to determine their reality and explain the methods of treating them, and therefore the main question for this phenomenon came: Difficulties in teaching Arabic language among teachers of the preparatory and secondary stages in Guinea – “Conakry” as a model?

The researchers followed the descriptive analytical approach because it describes an educational phenomenon, and they also used the following applied research tools: interview, observation, and questionnaire. The sample consisted of 200 samples: 150 male and female students and a number of teachers (50) teachers. They were selected in a simple random way, and the researchers prepared a questionnaire. The research results showed that the difficulties of teaching Arabic language among teachers of the preparatory and secondary stages in Guinea-Conakry-as a model are represented in the following:

1- Difficulties of the curricula: (40%)

2- Difficulties of lack of training and professional development programs for teachers (25.75%).

3- Difficulties related to traditional teaching methods represented by (20.25%)

4- Difficulties of weak student level, which represents (14%).