This study aimed at identifying the non-classroom activities suitable for Islamic Education at the prep stage and knowing the reality of students' practices of these activities through answering the following questions: 1- What are the non-classroom activities suitable for the Islamic education at the prep stage? What is the reality of students' practices of the non-classroom activities of Islamic Education at the prep stage? Do practices of Islamic Education non-classroom activities differ in male and female schools? Do practices of Islamic Education non-classroom activates differ in different regions? To answer the first question, the researcher prepared a list of the non-classroom activities suitable for the prep stage after reviewing the literature in this area. The list was validated through submitting it to a panel of juries. To answer the second question, the researcher administered the questionnaire to a total number of three hundred and thirty two teachers of Islamic Education at the prep stage in Muscat, Dakhilya Al-Batna and south of Dhufar regions. Reliability of the questionnaire was assured using the Alpha Chronatic method. Internal consistency coefficient was (.69), a higher value, which indicated the validity of the constructed for use for the intended purpose of the study. The study reached the following results: 1- 2 A weakness in students' practices of these non-classroom activities of Islamic Education at both girls and boys schools in all regions. The mean of practicing these activities was (1.68). The most practiced activities are keeping order and cleanliness with a mean of (3.22), participating in purposeful programs in the school broadcasting with a mean of (2.97) and religious chanting with a mean of (2.70). The least practiced were oratory training at the school mosque with a mean of (.63) and gathering for Quran reciting with a mean of (.82). The most important recommendations of the study are the necessity of increasing the function of the groups of non-classroom activities of Islamic stage and consolidating their role through improving the psychological and materialistic reality of these activities and training the supervisors responsible for these activities.