The current study aimed to determine the degree to which Arabic teachers use class question-asking skills and students' answering skills. The researcher used descriptive research, where it was applied to a sample of the first teachers of Arabic (20) and supervisors of the Arabic language (14) in Muscat governorate, and the sample of the study consisted of (34) supervisors and first teacher. The study found a set of results: In the skill of asking class questions, the phrases (1, 2, and 3) came in the foreground with the highest average calculation and standard deviation. "The teacher uses objective questions along with the essay questions, and the teacher asks specific questions," she said. The phrases (4, 5, 6, 7, 8, and 9.10) came with a response score (medium). "The teacher asks questions that are not complex," "the teacher asks questions that can be observed and measured," "the teacher asks her questions clearly and accurately," "The teacher asks questions for review at the beginning of each lesson," "The teacher offers equal opportunities for all students to answer," "The teacher writes some questions that she asked on the blackboard to clarify," and "The teacher asks questions at all levels." The term (11) came with a mathematical average (low). It stipulated, "The parameter balance sits between the questions of convergence, divergence, orthotics and contemplation. "In the skill of receiving and following up students' answers: the phrase "teacher reinforces the students during the answer to push them to continue participating", and with a (very large) degree of response, the phrase "keeps the teacher's attention tight to the responding student", and the phrases (3, 4, 5, 6, 7) received a response score (medium). It states, "The teacher employs non-verbal communication; to encourage students to answer and participate, "give the teacher equal opportunities for all students to answer questions", and "the teacher follows the students' answers without interruption (if she is long or likes it)." "The teacher increases the waiting time depending on the nature or level of the question," and "the teacher waits and does not answer until the opportunity to get the answer is exhausted by the students." The phrases (8, 9, and 10) came with a response score (low). "The teacher uses a waiting time after asking the question," "the teacher waits long enough for (5-3) seconds after asking the question and after the student answers," and "The teacher uses a second waiting time after the student's answer." The study indicates that there are statistically significant differences between the members of the study sample in the degree of employment of Arabic language teachers in Muscat province for the skills of asking class questions from the point of view of their supervisors where the level of significance (.015) which is a level smaller than the level of indication. . The differences were in favor of the experience category for more than 10 years, with the arithmetic average for this category (3.4864) compared to the 1-year-old category (3.2597). The results also showed statistically significant differences in the degree of employment of Arabic teachers in Muscat governorate for the skills of receiving and following up students' answers from the point of view of their supervisors, where the level of significance (.024) was in favor of the al-Khaira category more than 10 years, with a mathematical average (3.1350) compared to the 1-10 category with a mathematical average (2.7929).Based on the results of this study, the researcher developed a number of recommendations and proposals.