This study investigates the intellectual and pedagogical contributions of Dr. Khalil Totah (1886–1948), a seminal figure in Palestinian education during the British Mandate. By synthesizing archival data from the Quaker archives and the British Mandate records with an analysis of Totah’s writings, this research explores his role in “Arabizing” curricula and his vision of education as a tool for cultural resistance. The study highlights Totah’s unique position as a Western-educated scholar who advocated for a modern, yet authentically Arab, educational system. It further examines his progressive stances on female education, practical learning, and his nuanced critique of missionary and colonial schooling.