The purpose of this study was to detect the availability of social and economic values in my book Islamic education to the stage of post-primary education in the Sultanate of Oman. By answering the following questions: 1- What the availability of social values in my book Islamic education to the stage of post-primary education in the Sultanate of Oman? 2- To what extent the availability of economic values in my book Islamic education for post-primary content in the Sultanate of Oman? 3- What proportion of the availability of different social and economic values in my book Islamic education to the stage of post-primary education in the Sultanate of Oman in different classes content? To answer these questions, the researcher prepare a study, a content analysis tool card consisted of 54 values. The study paragraphs as units of analysis, and social and economic values contained in the card is a content analysis categories of analysis. It has been checked semantics honesty viewing on a total of arbitrator's arbitrator numbered 29, it was to make sure the stability analysis by other Analyst. Reaching agreement between the researcher and analyst other coefficient of 80%. In order to analyze the data was used statistical methods which were represented in frequencies, percentages. A sample consisted of all the books of Islamic education established in the 2014/2015 to the public stage after primary education (11-12) for the Sultanate of Oman. The study used descriptive analytical method. The main result of the study: 1-The value of respect for the family in the first place among the incoming values came in the list of social values, in terms of total 188 repeat was repeated. The percentage stood at 19%, compared to the total occurrences of social values. 2- It came the value of respect for the systems and economic laws - in the field of economic values - in first place in terms of total replicated 135 stood again, and a percentage of 48%, compared to the total occurrences of economic values in my Islamic education to the stage of education beyond primary, which amounted to 282 repeat. 3-The values (social and economic) in the curriculum of Islamic education for grades (11/12) got hit repeat(1271) recurrence, which represented the highest social values repetition, as it amounted to (989) recurrence rate of 77.8%), compared to the total repetition of the economic values of (282) and the rate of recurrence (22.2%). In light of the findings the researcher recommended a number of recommendations, including the benefit from the findings of the present study in the development of Islamic education curricula for education beyond primary.