The study aimed at finding out the difficulties that accompany the implementation of continuous assessment in subject of the Social Studies at the Omani schools from a teachers' perspective. In addition, it attempted to figure out the effects of the variations in teaching experience and the specialization of the Social Studies subject teachers' perceiving these difficulties. To achieve the goals of this study, the researcher prepared a questionnaire consisting of (68) items, divided into seven sections. After the validity and the reliability of the tool used in the study had been both verified, the questionnaire was then distributed on a sample of (415) female and male teachers from all the educational regions in Oman. The study's findings are as follows: 1-The difficulties were organized in a descending order as follows: students' parents, managerial issues, students, training, social studies curriculum, the specification document of evaluating the students' learning for the subject, and the teachers of the subject. 2. There were no statistically significant differences at (á=0.05) in teachers assessment mean which is attributed to the experience variable except in the students domain. This difference is between (1-3) years and (4-6) years experienced teachers . It came in favor of the (4-6) years experienced teachers. 3. There were no statistically significant differences at (á =0.05) in teachers assessment mean which is attributed to the specialization variable except in the curriculum of the Social Studies, the students, the parents, and the whole tool domains . This difference is between geography and history teachers. It came in favor of the geography teachers. Based on the findings of this study, the researcher has come up with some recommendations.