This research paper aims to demonstrate the importance of scientific terminology and its role in achieving learners’ production efficiency on the one hand, and in developing the teaching-learning process on the other. This is examined through the extensive and diverse terminological wealth contained in the textbook, ranging from standard Arabic to foreign-derived and borrowed terms, which contributes to acquiring a body of knowledge in various sciences and fields. Accordingly, our study focuses on a sample of selected terms from the “Technological Progress” sequence in the third-year middle school Arabic language textbook, with the aim of examining them in terms of both form and content, and determining their nature as derivatives, neologisms, Arabized terms, or loanwords, so that they can be properly employed and contribute to achieving the intended competence. Meanwhile, the theoretical section focuses on the mechanisms of scientific term formation, its conditions, and its importance. The most significant finding reached by the study is that learners can employ scientific terms orally and in writing in their productions, enrich their linguistic repertoire, and consequently acquire correct and sound Arabic. We adopted the descriptive-analytical approach by describing scientific terminology in terms of form, analyzing it, and examining it in terms of content.