This study investigated the level of study skills as perceived by students and teachers in a private college in Oman. It also studied the difference in study skills levels based on gender, specialization, and year of study in college. In addition, the study explored the factors that affected students' use of study skills. Students' perceptions were collected from 512 participants using an adapted version of self-report pretested study skills scale by Denis Congo's (2011). The scale consisted of seven sub-categories that measured reading, note-taking, memory, test-preparation, concentration, time management, and critical and creative thinking. Moreover, a validated questionnaire developed by the researcher was used to measure the effect of three types of factors on students' study skills, namely the personal factors, the family, school related factors, and college-related factors. Data from the scale and the questionnaire were treated quantitatively using the SPSS statistics. Means and standard deviations were used to interpret students' study skills levels. Additionally, the differences in study skills between the genders were analyzed using t-test. One-way ANOVA was used to study the differences in students' levels of study skills based on specialization and year of study in college. The teachers' perceptions were collected using semi-structured interviews, and were analyzed qualitatively through grouping similar ideas and comparing the teachers' responses. Findings from the study revealed a moderate level of study skills as perceived by the participating students. Amongst all participants, time-management skills and reading skills received the lowest scores. Teachers, on the other hand, thought that students did not demonstrate an adequate level of these skills and they perceived them to be 'poor'. The two skills that the teachers highlighted to be the poorest were time-management skills and note-taking. The t-test showed a significant difference between females and males favoring the latter. Male students outscored in reading, concentration, time management, and critical and creative thinking skills. Based on the One-way ANOVA analysis of differences among specialization, a significant difference was observed between Humanities and IT students' use of study skills, favoring Humanities students in several skill areas, including reading, test-preparation, time-management, concentration, and note-taking. Overall, students' specialization explained 29.3% of the variance in students' study skills levels. Similarly, the One-way ANOVA results for students' differences in study skills levels based on the year of study in college showed some significant variance in all the study skills areas except for time-management. In most of the cases, year 5 students significantly outscored their peers in year 1. Finally, results related to the factors affecting students' study skills levels showed that the personal factors contributed the most in shaping students' study skills. Of all the personal factors, the item covering the aspiration to achieve excellence and obtaining good marks achieved the highest mean score. Implications and suggestions were made, and recommendation for future research in the subject area were provided for interested researchers.