This study aimed to identify the obstacles of the creative thinking in history subject for secondary stage in the Sultanate of Oman from the teachers' perspective. The study tried to answer the following four questions: 1. What are the obstacles of the creative thinking in history subject for secondary stage in the Sultanate of Oman from the teachers' perspective? 2. Are the estimations of the study for a sample singles for the obstacles of the creative thinking in history subject for secondary stage in the Sultanate of Oman fields, different according to sex variable, (male, female)? 3. Are the estimations of the study for a sample singles for the obstacles of the creative thinking in history subject for secondary stage in the Sultanate of Oman fields, different according to teaching experience variable, (one year, more than ten years)? 4. Are the estimations of the study for a sample organs for the obstacles of the creative thinking in history subject for secondary stage in the Sultanate of Oman fields, different according to graduation college variable, (educational colleges in the Ministry of Higher Education, educational college in Sultan Qaboos University)? To answer the study questions, the researcher prepared a list containing (62) items, distributed among the recognized four dimensions of the research problem, and after the actualization of its reliability and validity, applied on the study singles sample which structured from (152) teachers of social studies in secondary stage. The study conclusions were: • The four fields in teaching tool as teachers' response formed descending as follows: curriculum content, evaluation, teaching methods and the history teacher. There were no statistically significant differences at the (a = 0.05) level between estimations of singles of a sample linage to sex variety in all dimensions, only history teacher dimension, where the estimation of finding the obstacles degree level is by the male teachers is more than female teachers estimation. There were no statistically significant differences at the (a = 0.05) level between estimations of singles of a sample linage to teaching experience variable in the curriculum content dimension and the evaluation dimension, however, statistically significant differences in the teaching method dimension and the activity and the history teacher dimension, where was the estimation of the low experience teachers for the level of obstacles degree existence is bigger than high experienced teachers' estimation. There are significant differences, at the (a = 0.05) level between estimations of singles of a sample linage to college graduation variety , where the estimation for obstacles degree existence made by graduators of educational colleges in Ministry of Higher Education is bigger than the graduators in the college of education in Sultan Qaboos university estimation.