The purpose of this study was to explore the degree of TIMSS requirements inclusion within the currently implemented grade 4 science syllabus in the Sultanate of Oman which was implemented for the first time during the academic year 2017\2018. Additionally, it aimed to identify the extent to which the requirements of the TIMSS have been covered concerning the topics of life science, physics and geology. Moreover, it intended to identify the extent to which the cognitive processes such as knowledge, application, and inference have been covered whereby the descriptive, analytical method has been utilized. The sample included grade 4 student's and activities' science books in the Sultanate of Oman. Data was collected using a research instrument in a form of a list including the requirements of the Trends in International Mathematics and Science Study (TIMSS). The validity and reliability of the research instrument have been established. The findings revealed that the topics of life science and physics have been highly considered within the syllabus, whereas the topics of geology have been less considered within the same syllabus. Besides, the findings showed that more consideration has been assigned to the application and inference cognitive processes at the expense of the knowledge cognitive processes, which has received less emphasis. Therefore, the study concluded with a set of recommendation for the curriculum designers and program developers such as revising the Omani grade 4 science syllabus, so that it covers the topics of life science, physics and geology in such a way that it fits proportionally with the percentages set by the International Association of Educational Achievement (IEA).