An issue frequently encountered by Arabic students in Malaysia is the challenge of mastering Nabr (stress) and Tanghim (intonation) in Arabic speaking. This difficulty will hinder students' ability to enhance their Arabic communication abilities in speaking and listening in authentic contexts. One common shortcoming and mistake made by teachers is their failure to emphasise the significance of accurate and proper pronunciation during the learning process, particularly the precise enunciation and intonation of words and speech. Thus, this study was undertaken to investigate the expertise of the primary Arabic language teacher in training Nabr and Tanghim for elementary school students. This study is qualitative that use a case study approach to explore interview data from three primary school Arabic teachers who are the main participants in the study. The purpose of the conducted interview was to assess the expertise of the primary school teacher in training Nabr and Tanghim Arabic to students. Analysed data was used to determine main themes and sub-themes. The study's findings indicate that three essential areas of knowledge for teaching Nabr and Tanghim are knowledge of Nabr and Tanghim for teaching preparation, awareness of the significance, and Nabr Tanghim's knowledge of language proficiency. To enhance speaking skills in Arabic, it is necessary to implement a range of measures that effectively utilise these three components of knowledge.
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