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The objective of this paper is to define and unfold the rich and complex category of heritage learners of Hindi so that teachers, program directors, and material developers can make informed pedagogic decisions. Based on the results of my two studies, this paper helps one understand the typology of Hindi learners and the vast diversity within the heritage learner group in the second language classrooms of American universities. It also provides insight into curricular challenges and how different institutions have adjusted their curriculum and methodology in order to accommodate the varying needs and proficiency levels of heritage and non-heritage learners. The findings of this study further research on heritage language education in general and have important practical implications for Hindi pedagogy in particular.