This study aims to examine the attitudes of students in the Arabic preparatory class at Yozgat Bozok University’s Faculty of Theology towards Arabic language courses. The study sample consists of 75 students who received Arabic preparatory education at Yozgat Bozok University’s Faculty of Theology during the 2024-2025 academic year. Students who received education during the same period due to course repetition, etc., are not included in this study. Due to the decision of the Council of Higher Education (YÖK) to suspend student admission to evening education in 2024, the quotas at Faculties of Theology across Turkey have decreased. This has led to higher scores in these faculties and a higher ranking of students who have chosen these faculties. The success ranking of students at Yozgat Bozok University’s Faculty of Theology in the 2024-2025 academic year, which constitutes the sample, has increased by approximately fifty thousand compared to students who were accepted to the faculty in the previous academic year. This demonstrates that the academic profiles of students at Faculties of Theology have changed. Considering this changing student profile, this study differs from previous similar studies. In the study, data were collected by adapting the “Attitude Scale Towards the English Course”, developed by Ulviye Aydoslu, for the Arabic course. The first section included personal information (gender, type of high school graduated from, purpose of learning Arabic, and study time), while the second section included items on attitudes towards the Arabic course using a 5-point Likert-type scale. Three items were removed for compatibility with the Arabic course. A reliability analysis was conducted on the twenty-seven-item scale. The obtained data were analysed using one-way ANOVA and independent samples t-tests. The study sought to determine whether there was a significant relationship between the gender of the Faculty of Theology preparatory class students and their attitudes towards the Arabic course and the duration of their study. Furthermore, it sought to determine whether there was a significant relationship between the students’ high school graduation and their attitudes towards the Arabic course and the duration of their study. As a result of the analysis of the obtained data, the students’ average attitudes towards the Arabic course were generally positive. Analyses conducted according to these independent variables, including gender and type of high school graduated from, and attitudes towards the Arabic course, revealed no significant differences in attitudes towards the Arabic course. It was found that male and female students had similar attitude scores. This suggests that student gender does not influence attitude. Considering the type of high school they graduated from, students from imam-hatip high schools and other high schools were found to have similar attitude scores. No significant difference was found in the analyses conducted regarding Arabic study time based on gender and the type of high school they graduated from. Similarities were found between the study time of male and female students, with most students studying 1-2 hours per week. The analyses were compared with studies in the literature. While studies conducted with different samples using the same scale revealed no significant difference in Arabic study time based on gender, there was a significant difference between male and female students in their attitudes toward Arabic, with female students having higher attitude scores than male students. In our study, no significant difference was found in attitudes toward Arabic and study time based on gender.