study aims to find out the level to which teachers apply historical thinking skills in teaching history curricula in Post Basic Education schools in the Sultanate of Oman and the effect of variables of gender and the teaching experience. The researcher used the descriptive approach in order to achieve the aims of the study. The researcher prepared a classroom observation form which consists of (26) statements divided into three main skills: historical understanding and comprehension skill, time and place historical thinking skill, and historical explanatory and analytical skill. Then, the instrument of the study was randomly applied on (30) male and female history teachers who teach in post basic education (11-12) in General Director of Education in AL-Batinah North. The study revealed that the arithmetic mean of applying the historical thinking skills by the sample of the study was (2,14) which is considered as an acceptable level. The study also showed that there were no differences of statistical significance at the level of (0,05=a) between males and females except in the historical explanatory and analytical skill which showed that female teachers possess better skills than male teachers, whereas there were no differences of statistical significance at the level of (0,05=a) between males and females regarding teaching experience variable.' The researcher recommends that the Post Basic history curricular need to be improved and developed in terms of historical thinking skills. The researcher also recommends that there should be training programmes for those concerned in order to provide them with such skills and to facilitate them with the necessary aid in order to develop students' historical thinking skills