This study aimed to investigate the impact of model building-based iteratively learning on science achievement and the development of visual thinking skills of the minth-grade students at Al Dhahira Governorate in the Sultanate of Oman. The study applied a quasi-experimental method on (50) 9 grade students from Falah Bin Mohsin Al-Nabhani School (5-12) at Al Dhahir Governorate. The study sample were divided into two groups: (25) students as an experimental group and (25) students as a control poup. The study was conducted over a seven-week period during the second semester of the academic year 2018-2019. To achieve the sims of the study, a teaching guide has been prepared for teachers based on the use of iterative leaming which depends on building models for the teaching of science to the experimental group and its credibility was verified by presenting it to a group of arbitrators. The tools of the study consisted of two tests: the first was on science achievement that consisted of (30) items. Its validity was checked by presenting it to group of arbitrators, and the internal consistency reliability was calculated using alfa Cronbach coefficient and its value reached (0.75). Whereas, the second test was constructed on the skills of visual thinking, consisted of (30) items. Its validity was checked by presenting it to group of arbitrators, and the internal consistency relibdity was calculated using alfa Cronbach coefficient and its value reached (0.73). The results of the study have indicated that there were statistically significant differences at the level of (c=0.05) between the means scores of the experimental group and the control group in the post-science achievement test and in the test of visual thinking skills, in favor of the experimental group in the light of these results, the study recommended encouraging teachers to use iteratively learning based on building models for teaching in order to develop the achievement in science and visual thinking skills The study also recommended conducting more studies on the impact of the use of iteratively learning based on building models another variables.