The aim of the present study was to identify the concepts relating to jurisprudence (Fikh) in the jurisprudence units in Islamic Education textbooks of Omani secondary schools in the academic year 1995-1996, using these probing questions: 1) What are the jurisprudence (Fikh) concepts taught in Islamic Education textbooks of Omani secondary schools in 1995-1996? What is the Frequency occurrence rate of these concepts? What jurisprudence concepts are seen as necessary for Omani secondary schools by Islamic Education supervisors, and teachers in both Muscat and Al Batinah - North in 1995-1996? How adequate are the jurisprudence concepts of existing textbooks in relation to the concepts deemed necessary for secondary school? The present study employed content - analysis, and a questionnaire. The goal of the content analysis method was to identify the jurisprudence concepts taught in the jurisprudence units of Islamic Education textbooks of the secondary schools. Besides, the questionnaire was employed to identify the necessary jurisprudence concepts as viewed by both secondary school supervisors and teachers in Muscat and Batinah - North in the academic year 1995-1996. The unit of analysis in the content - analysis method was the "full sentence," whilst the jurisprudence concepts were duly classified into three Catepories : introduction to Fikh, rituals (Ibadat), and social interactions (Muamalat) In order to ascertain the validity of this content analysis; five lessons of the Islamic jurisprudence units for the First Secondary Class in the first academic semester, amounting to 13.16% of the total number of Islamic jurisprudence units were thus analyzed. Subsequently, these concepts were classified according to the above mentioned Categories, and then the analysis was examined by a panel of judges. In order to assess the reliability of the analysis, the researcher carried out an analysis of eight lessons amounting to (21%) of the total number of the lessons relating to the Islamic jurisprudence units at a two-week interval. The reliability corfficient was (.94), attesting to a high degree of reliability. The questionnaire was, on the other hand, designed to elicit the opinions of Islamic Education supervisors and teachers of Muscat and Batina-North secondary schools. Its goal was to pinpoint the most desirable jurisprudence concepts for the secondary school student. The validity of this questionnaire was examined by a panel of faculty members from the College of Education and Islamic Disciplines at SQU, As for the questionnaire's reliability, the re-application method, was employed, and the range of the reliability coefficients for the three secondary classes turned out to be as follows: First Secondary: (.85) Second Secondary: (189) Third Secondary: (.79) The questionnaire's final version was then applied to a sample from the research population totaling (13) supervisore and (130) teachers of the Muscat and Batinah-North secondary schools. In other words, it was applied to 59.83% of the total research population. The findings were then, statistically analyzed, using means and percentages. The following are the most important conclusions: 1)The jurisprudence units in the prescribed textbooks contain (36) major concepts. 2)The Jurisprudence concepts deemed necessary for secondary school students total (61) concepts. In other words, the existing secondary school textbooks comprise nearly 59.02% of the total major concepts outlined by the present study. The main recommendation made in the present study was that the content of secondary school Islamic Education textbooks as regards jurisprudence units needs revision with a view to rebuilding these units in the light of the findings of the present study.