The study aimed to investigate the levels of critical thinking and dogmatism, their interrelationship, and the differences between them based on gender and years of experience for Islamic Education teachers at North AL- Batina region in Sultanate of Oman. The sample of the study consisted of (242) Islamic science teachers; (120) males and (122) females. The sample represented (43%) of study population. To measure the critical thinking, the researcher used Watson -Glaser Critical Thinking Test, which was modified and adapted to Omani society by Al- Madhani (2003). The researcher modified the test for the study sample. In addition, to measure dogmatism, a Dogmatism Scale developed by Al- Shuhrii (2006) was used with some modifications to suit Omani society. Both instruments were reviewed and validated by a number of experts at the Department of Psychology of Sultan Qaboos University. In addition, the Cronbach-Alpha reliability coefficient for both instrument was computed and reached (0.5) for Critical Thinking Test, and (0.69) for Dogmatism Scale. To analyze the data, the researcher used means, standard deviations, one sample t-test, independent samples t- test, one way analysis of variance, Two-way analysis of variance and Pearson correlation. The following results were reached: 1-The Critical thinking level was above the average for Islamic Education teachers at North Batina Region on Sultanate of Oman. 2- There is a statistically significant difference at level of (0.05) on critical thinking for Islamic Education teachers based on teachers' gender favoring females. 3- There is no statistically significant difference at level of (0.05) critical thinking for Islamic Education teachers based on teachers experience's years. 4-The Dogmatism level is near average for Islamic Education teachers at North Batina Region in Sultanate of Oman. 5- There is no statistically significant difference at level of (0.05) on dogmatism for Islamic Education teachers based on their gender and experience's years. 6- There is a low negative but statistically significant interrelationship between critical thinking and dogmatism for Islamic Education teachers at North Batina Region in Sultanate of Oman. Based on the study results, the researcher presented several recommendations and suggestions