The purpose of this study was to identify the effects of using the deductive and inductive methods on the acquisition of the concepts of Fikh by the First Secondary students in the Muscat Directorate in the Sultanate of Oman. The study also aimed at identifying the effect of the student's gender and the interaction of gender and the methods of teaching on the acquisition of these concepts. The sample of the study included (194) male and female students. They were divided into six groups, three of which were at Rashid Ibn Al-Walid Boys' Secondary School, and three were at Shati Al-Qurum Girls' Secondary School. At each of the two schools, one group was randomly selected to be the first experimental group, another to be the second experimental group, and a third to be the control group. These groups were taught by using the deductive, inductive and traditional methods respectively. The content of the Fikh unit was analyzed to identify the Fikh concepts. Then, the researcher prepared specific behavioral objectives for each of the lessons in the unit. The lesson plans were then adapted according to the deductive and the inductive methods. The researcher taught both experimental groups at the two schools, The other two groups were taught by two other teachers who had qualifications and experience similar to the researcher's. A (30) item multiple choice test was administered to the six groups upon the completion of the six - week experiment. The test was designed to measure the following categories of the cognitive domain: knowledge, comprehension, analysis and evaluation. The test also included items measuring the valuing category in the affective domain. The validity of the test was established by a panel of judges. Its reliability was established by calculating the coefficient of internal consistency, Cronbach's alpha = (0.70) The reliability was also established by the test - retest method which yielded a coefficient of (0.77). The statistical techniques used in this study were the two-way ANOVA and the Scheffe Procedure for Multiple Comparisons. The following were the results of the study: 1. There were statistically significant differences in the acquisition of the concepts of Fikh between the subjects of the first experimental group who were taught by the deductive method and the subjects of the control group who were taught by the traditional method. The experimental group performed significantly better than the control group. 2. There were statistically significant differences in the acquisition of the concepts of Fikh between the subjects of the second experimental group who were taught by the deductive method and the subjects of the control group. The second experimental group performed significantly better than the control group. 3. There were no statistically significant differences in the acquisition of the concepts of Fikh between the subjects of the first and the second experimental groups. 4. There were no statistically significant differences between the males and females in the acquisition of the concepts of Fikh. 5. There were no statistically significant differences among the subjects of the study in the acquisition of the Fikh concepts that could be attributed to the interaction between the gender of the student and the teaching method. The researcher recommended the use of the deductive and the inductive methods in teaching the concepts of Islamic Education because they proved to be effective teaching methods.