This study aimed at investigating the beliefs of female Math teachers in the first cycle of basic education about using the learning through play approach and its relationship to their classroom practices. Also, the study was concerned with studying the effect of the two variables of academic qualifications and experience on these beliefs. Two tools were developed in this study: a) A Scale of Beliefs - a five-point scale consisting of 30 items. The scale was validated through submitting it to a panel of jury. Internal consistency was calculated using Alpha Cronbach coefficient (0.86). B) A classroom Observation Checklist consisting of 22 items. The checklist was validated by a panel of jury. The test-retest technique was used to measure reliability through administering the checklist to an outside sample beside the original sample. Pearson coefficient was (0.87). The study sample consisted of 172 female teachers. The Beliefs Scale was administered to all of them. The Observation Checklist was administered to 10 female teachers with three classroom visits each. The study results revealed the following: - The mean of female Math teachers' beliefs about learning through play was (4.14). It reflects a high degree of beliefs of the sample of the study towards using the learning through play approach in teaching Math. - There were no statistically significant differences at (as0.05) between the means of beliefs of female Math teachers due to the two variables of academic qualifications and experience. - The mean of using the learning through play approach by female Math teachers in classrooms was (2.19) which indicate an average degree of practice. - There was no statistically significant correlation at (as0.05) between the beliefs of female Math teachers about using learning through game and their classroom practices. In the light of these results, the study recommended the importance of the inclusion of the learning through game approach in pre-service and in-service teacher preparation programs, upgrading Math teachers practical aspects to implement the learning through play approach in their classrooms and conducting further studies to investigate teachers' beliefs about various issues in the Omani environment and its relationship to their classroom practices.