The study aimed to investigate the effectiveness of a remote training program based on the utilization of professional learning communities in developing 21st-century skills and linguistic intelligence skills among Arabic language teachers and to determine its impact on the development of 21st-century skills and linguistic intelligence skills among their tenth-grade students in North Al Batinah Governorate in the Sultanate of Oman, as well as the teachers’ perceptions towards the program content. The study sample consisted of 30 teachers, evenly distributed randomly into two groups: experimental and control. To achieve the study objectives, the researcher prepared a set of tools including observation cards for teaching Arabic language teachers 21st-century skills and linguistic intelligence skills, a test for developing 21st-century skills and linguistic intelligence skills for tenth-grade students, consisting of 4 groups: experimental and control, total of 600 students, a scale measuring Arabic language teachers’ attitudes towards the training program content, and the study adopted a quasi-experimental approach. The study materials included a training program based on utilizing professional learning communities and a list of 21st-century skills within 3 domains, distributed among 7 core skills: critical thinking and problem-solving, communication and information literacy, collaboration and teamwork, leadership, innovation and creativity, digital literacy and information technology, self-directed learning, and understanding multiple cultures. Additionally, a list of linguistic intelligence skills within 4 domains was included: vocabulary richness, enjoyment of language activities, literary taste, and fluency in dialogue and public speaking. The study reached the following results: -There were significant statistical differences between the experimental and control groups in teaching 21st-century skills and linguistic intelligence skills in the post-application in favor of the experimental group in each. -There were significant statistical differences within the experimental group in teaching 21st-century skills and linguistic intelligence skills in both pre-and post-applications, favoring the post-application in each. -There were significant statistical differences between the four experimental and control groups in the test of 21st-century skills and linguistic intelligence skills in the post-application, favoring the two experimental groups in each. -There were significant statistical differences between the two experimental groups in the test of 21st-century skills and linguistic intelligence skills in both pre- and post-applications, favoring the post-application in each. -There were significant statistical differences in both pre- and post-applications for the experimental group in the scale of Arabic language teachers’ perceptions, favoring the post-application. -The remote training program had a significant impact on all variables, in addition to forming positive perceptions towards the program content among Arabic language teachers in the experimental group . In light of these results, the study recommended that the Ministry of Education adopt and organize remote training in professional learning communities, focus on 21st-century skills and linguistic intelligence skills, integrate them into Arabic language curricula, diversify the topics of reading texts to align with the issues of the 21st-century and promote these skills locally in the Sultanate of Oman.