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Aimed to determine the standards needed for both specialist and educational aspects for the preparation program of the teachers of Arabic in the Faculty of Education at the Al-Aqsa University in Gaza, and to know the availability of these standards, and the differences between the estimations of students and lecturers in the availability, as well as to know proposed thoughts of the students and lecturers to develop the program. To achieve these goals, the researchers used the descriptive analytical method, so a random sample consisted of (35) lecturers and (191) students from the fourth level was selected for the educationalquestionnaire, and the sample for the specialized aspect consisted of(25) lecturers and (188) students. The researchers built two questionnaires. The first one was to evaluate the pedagogic aspect and the second to evaluate the specialist. The most important findings were as follows: With respect to the questionnaire of the educational aspect, the standard, (Educational goals) has the relative weight of (72.39%) in the responses of lecturers and students, and then the standard (educational content) has the relative weight of (69.48%) and then the standard (Educational Evaluation) has the relative weight of (69.13%) and then the standard (educational activities) with the relative weight of (60.51%). The relative weight of the four standards reach (68.13%). Results of the study has shown that there were no statistical differences in the standards (educational content) and (Educational activities and pedagogy) between the estimations of students and lecturers, and there were statistically significant differences in the standards (educational goals) and (Educational evaluation), as well as in the total degree of the questionnaire where the differences on favor to the lecturers. With regard to the specialized questionnaire, the first standard was (Specialist objectives) with relative weight of (77.35%), followed by the standard (Specialist content) with relative weight of (66.85%), then the standard (Specialist evaluation) with relative weight of (66.59%), then the standard (Specialist activities) with relative weight of (59.53%), while the total degree of the responses of lecturers and students reached (68.24%). The results also indicated that there were no statistically significant differences between the responses of students and lecturers with respect to the standard (Specialized objectives), and with respect to the standard (specialized content) and (specialized activities) and (Specialized evaluation) as well as the total degree have shown that there were significant differences in favor of responses of the lecturers.