The era of Industrial Revolution 4.0 has brought the debate of teachers' willingness to use information technology in teaching Arabic. Thus, new technologies have emerged with a positive effect on teaching, such as augmented reality technology applied in the education system, especially in teaching. However, there is still limited research with regards to teaching in a foreign language. Therefore, the present study discusses the readiness of teachers from the aspect of knowledge and their attitude towards the use of augmented reality technology in the teaching of Arabic in Malaysia. The study was carried out using quantitative methodology with the use of survey questionnaire that is distributed to 36 Arabic language teachers as respondents. The usage of questionnaires as a research instrument forms the basis for data collection to identify respondents’ level of readiness. Afterwards, data analysis was carried out using the Statistical Package for the Social Science version 26 (SPSS). The results of the study show that the level of readiness of the teachers in terms of their attitude towards the use of augmented reality technology in the teaching of Arabic in Malaysia is at a moderate level. Nevertheless, teachers' attitudes and knowledge are still found to be at a low level, especially for veteran teachers who have no experience in information technology to influence their enthusiasm towards the use of technology in their teaching. The implication of the current study is hoped to be useful and beneficial as a guide to stakeholders who are responsible for ensuring the process of teaching and learning Arabic which is based on augmented reality technology can be implemented in a meaningful way, thereby improving the performance of students in mastering the Arabic language.