This Study evaluated the effectiveness of the Arabic language multimedia products existing in Malaysian markets. For the purpose of careful investigation, this research has applied blended models of the most trusted instructional design based on the field-tested theories of the most outspoken educational psychologists such as Mayer (2002), Keller (1988) and Gagne (1985) as a basis for critical evaluation of these Arabic multimedia products. This evaluation after rigorous investigation has identified a total of 13 Arabic products available to teach Arabic as foreign language to Malaysian 3rd grade students. Shocking results from these three products in specific checklists indicated that out of 31 requirements, product 1 gained 26 (83.8%) negative (No) grades with only 5 (16.12%) positive (Yes) grades. Product 2 earned 24 (77.7%) negative (No) marks out of 31 requirements with only 7 (22.5%) positive (Yes) marks. Product 3 did not perform well either. Results showed that product three gained 22 (70.9%) negative (No) grades with only 9 (29.03%) positive (Yes) outcome. Similar shocking results from these three products in general checklists indicated that out of 49 requirements, product 1 gained 40 (81.6%) negative grades of (No) with only 9 (18.4%) positive (Yes) grades. Product 2 earned 36 (73.4%) negative (No) marks out of 40 requirements with only 13 (26.5%) positive (Yes) marks. Product 3 did not perform well either. Results showed that product three gained 35 (71.4%) negative (No) grades with only 14 (28.5%) positive (Yes) outcome. (Contains 8 figures and 2 tables.)