The assessment of grammatical competence is an important component of preparing future Arabic language teachers. In higher education, however, grammatical achievement is often evaluated primarily through the number of correct answers in traditional grammar exercises. Such an approach does not always provide a complete picture of students’ ability to understand, analyze, apply, and explain Arabic grammatical structures. This article examines the main criteria and levels for assessing Arabic grammatical competence among future Arabic language teachers. Particular attention is given to grammatical knowledge, grammatical analysis, practical application, and error identification and correction. The article also proposes four general levels of grammatical competence: basic, intermediate, sufficient, and high. The proposed criteria can be used to interpret diagnostic assessment results and to identify areas requiring further instructional support. The study emphasizes that assessment should reflect not only students’ knowledge of grammatical rules but also their ability to use these rules independently and explain grammatical phenomena.