This study aimed to reveal the degree of difficulties in implementing continuous assessment in social studies in post basic education in Sultanate of Oman, in addition to knowledge of the impact of variables type, specialization and teaching experience. To achieve objectives of the study researcher used the descriptive approach, where the researcher prepared questionnaire consisting of (40) which is distributed into (6) domains: difficulties managerial, difficulties relating to document the continuous assessment, and difficulties related to the teacher, and the difficulties related to students, and the difficulties of guardians of the students, and difficulties related to social studies approach, and difficulties related to training. After checking the validity and reliability of the instrument, it was applied to the study sample consisting of (130) social studies teachers (males and females) from Al-Dahra goveronte. The study results showed that the degree of the difficulties in implementing continuous assessment in the social studies of (3. 04) which mean is moderate. In addition, the results showed no statistically significant differences at the level of a - 0. 05) between males and females in (6) areas of the difficulties in implementing continuous assessment, with the exception of the area of administrative difficulties that appeared statistically significant differences in favor of males. While findings revealed no statistically significant differences at the level of significance (a = 0. 05) between the levels of type specialization and teaching experience. The researcher recommended the need to reduce the quorum social studies teachers from the classroom and not to assign any other work outside the scope of teaching for teachers to help follow up on students in how they can do with the skills assessed them accurately and thereby helping to attention skills may acquire students through the process of learning, as a group of proposals for future studies