Grammar occupies a central position in Arabic as a Foreign Language (AFL) program, given its role in enabling learners to transition from comprehension to production in real-life communicative situations. Furthermore, the manner in which grammar is presented is a decisive factor in either facilitating or hindering this objective. The effectiveness of teaching grammar does not depend solely on the content itself, but is significantly influenced by the selection methods, presentation techniques, the quality of accompanying drills, and the extent to which they support the learner's linguistic production. Therefore, this study aims to evaluate the presentation of grammar in three accredited textbooks for teaching Arabic to non-native speakers at the introductory level: Arabic at Your Hands (Al-Arabiya Bayna Yadayk), Echo of Life (Sada al-Hayat), and The Key to Arabic (Miftah al-Arabiya). The study adopted a content analysis approach, utilizing a coding scheme as a data collection tool built upon four main axes: grammar selection, presentation, grammatical drills, and linguistic production. The results indicate that Arabic at Your Hands demonstrated clear attention to the grammar selection phase, while showing weaknesses in the drills and production phases, placing it in a middle ground between traditional structural and communicative approaches. Echo of Life focused on the formal (structural) aspect of grammar with limited communicative dimensions. In contrast, The Key to Arabic relied on presenting structures within a communicative context without explicit presentation of grammar rules.