The study aimed to measure the level of critical thinking skills and the degree of Practicing Them Among Physics Teachers in the Governorates of Muscat and Al-Dakhiliyah in the Sultanate of Oman. The descriptive methods were employed, and the study sample was selected using a random cluster sampling method. It consisted of (475) teachers applying to the critical thinking skills test and (48) teachers as a sample to apply the classroom observation card .The study reached several findings, the most notable of which is that the level of critical thinking skills among physics teachers was below the educationally acceptable level, while their degree of practicing critical thinking skills was above the educationally acceptable level. The results also revealed statistically significant differences in the level of critical thinking skills among physics teachers in most skills due to the gender variable, favoring females, as well as due to the educational governorate variable, favoring Muscat governorate in the skills of evaluation and deduction. However, no statistically significant differences were observed in the skills of analysis, inference, and extrapolation. The results further indicated the presence of statistically significant differences at the level of significance (n=0.05) in some critical thinking skills based on the variable of years of experience. These differences favored teachers with 1-10 years of experience in the skills of analysis and deduction, and teachers with more than 30 years of experience in the skill of evaluation. The study recommended the importance of training educational supervisors to utilize diagnostic assessment tools to monitor the level of teachers' application of critical thinking skills in the classroom and to provide constructive and sustainable feedback to teachers regarding their practices in teaching critical thinking.