This study assesses Omani teachers across three subject areas—math, science and IT—that practice metaliteracy in their teaching. In addition, it identifies differences between teachers based on their gender, experience, educational level and the impact of their training as it pertains to metaliteracy goals and objectives. This study employs a mixed-methods approach, leveraging both quantitative and qualitative methods in its sequential explanatory design. This study’s sample comprises 540 teachers from across the Sultanate of Oman, with each governorate represented. Additionally, a total of 16 interviews were conducted with teachers from one of the three considered subject areas. This research has both theoretical and practical value. Its theoretical value is most apparent in the fact that the metaliteracy framework functions as a definition of information literacy with a particular focus on metacognition. Its practical value lies in its provision of a metaliteracy framework that can be tailored to teachers’ actual practices and perspectives as well as its proposal of a training programme for relevant stakeholders. However, the main finding of this study is that overall teaching practices pertaining to metaliteracy among math, science and IT teachers are substantial. However, there are some significant differences between them based on the aforementioned factors as well as their different communities of practice, wherein they exchange their knowledge and tendencies. Ultimately, this study recommends that the Ministry of Education collaborate with local and international universities and other educational institutions that specialize in information literacy and similar concepts in order to exchange knowledge and resources and to develop best practices in metaliteracy, especially in terms of training.