This research investigated the perceptions of LRC specialists about their competencies to apply technology and train teachers under the International Society for Technology in Education (ISTE) coach's standards. The study followed a quantitative descriptive-survey design, using a questionnaire to collect the study data. The sample of this study was selected randomly from cycle two schools LRCs specialists in the governorates of Muscat (n=52 teachers). The study's results indicated that the LRCs specialists' acquisition of technology use and teachers' training' competencies based on the (ISTE) coach's standards were average in general and varied from one dimension to another. The dimension that focused on the competencies of the specialist to communicate with teachers and learners and cooperation came in the first rank with a high availability of competencies acquisition. However, the dimension that focused on instructional design and decision-making based on data came in the last rank with a very low level of availability. In addition, the results indicated no statistically significant differences at (α≤0.05) level between the means scores for assessing the acquisition of competencies that meet ISTE coaches-based standards due to the academic qualification variable in general and in the five dimensions of the study tool. As for the variable, years of experience, the results of the study showed statistically significant differences at (α≤0.05) level between the means scores for measuring the acquisition of competencies in general and specifically in the first dimension's standards, "the specialist as a change agent," in favor of the first group (10 years or less), but no differences in the other four dimensions. Finally, the study presented some implications, recommendations, and suggestions for future research.