This study aims to identify the theoretical concepts and intellectual basis for Knowledge management in post-basic education schools and to shed light on the reality of Knowledge management in post-basic education schools and its implementation needs and the challenges encountered. The study aims also to set a proposed prospect for Knowledge management for grades 11-12 in the schools of the Sultanate of Oman. In order to achieve these aims, the researcher analyzed the theoretical literature related to the course of the study and used a questionnaire containing 53 items comprising of three scopes representing element of Knowledge management, implementation requirements and challenges encountered. The first scope of Knowledge management is divided into four major streams (teachers - technology- content - processes). The second scope addresses the implementation requirements and the third scope tackles the challenges facing implementation in post-basic education schools in the Sultanate of Oman. The sample of the study contained 98 headmasters, 98 assistant headmasters and 577 senior teachers of a total 773 participants covering four educational regions ( Muscat governorate - Batinah Soutth Region - Batinah North Region - Dakhiliya region — Sharqiya North Region). - The statistical treatment of the data pertaining to two separate samples was made by the use of mathematical aggregations, standard derivations, items importance, T test while ANOVA analysis and LSD test were used for post comparisons... The most important results reached by the field study were as follows: The estimates of the study samples showed that the mathematical aggregations fo the four streams of Knowledge management in post-basic education schools ranged between (3,54-3,67) and great degree also showed that the Technology represents the bigger stream with scoring a mathematical aggregation of 3,67 and great degree followed by the stream of Process of Knowledge Management with a mathematical aggregation of 3,63 and the stream of the content with a mathematical aggregation of 3,58 and then the least stream of Teachers with a mathematical aggregation of 3,54. As for the General Standard the availability of elements and Requirements of Knowledge Management is - from the point view of the study - very high in all four streams with a mathematical aggregation of 3,72 in all four streams. As for the responses of the sample participants regarding Implementation Requirements of post-basic education schools in the Sultanate of Oman, they scored a mathematical aggregation ranging between 3,29 to 4,27 ranging between very high and moderate. The highest was the requirements on the benefit of the school administration from the abilities of outstanding teachers scoring a mathematical aggregation of 4,27 while the availability of Plan for Knowledge management by the School Administration scored the least with a mathematical aggregation of 3,29, moderate score. As for the responses of the sample participants on the stream of Challenges affecting implementation, they ranges between very high and low with a mathematical aggregation ranging between 2,47 to 4,48 and the teaching burden scoring the highest with a very high mathematical aggregate while the lower aggregate was noted for the attention of the school administration to the importance of implementing Knowledge management. The variances of the study on the reality of Knowledge management in schools of the Sultanate having grades 11& 12 can be indicated as follows from the point views of the study: There are variables with statistical significance between the respondents in their responses to Management of Knowledge which can be attributed to gender variable on the favour of female participants. There are variables with statistical significance between the averages of respondents attributed to the educational region. The first stream (teachers) was highly noted in Batinah North Region against Batinah South Region. The second stream (Technology) was highly noted for the favour of Muscat Governorate against Batinah North and Dakhiliya regions. There are also variables for the favour of Batinah North, Batinah South, and Dakhiliya against Sharqiya North. There are variables noted in the third stream (Process of Knowledge Management) for the favour of Batinah North and Muscat against Sharqiyah North. There are no variables of statistical significance between the respondents on the stream of (Content) attributed to variable of educational region. There are variables with statistical significance between the averages of respondents towards the stream of (Technology) and the stream of (Process of Knowledge management) and the fourth stream (Content) and the whole streams for the favour of Headmasters and their assistants against senior teachers. There are no variables of statistical significance for the first stream (Teachers) which can be attributed to the current job variable. There are no variables with statistical significance between the averages of respondents towards the stream of (Reality of Knowledge Management) which can be attributed to the qualifications variable. - There is no variables with statistical significance between the averages of respondents towards the first stream (Teachers) and the third stream (Process of Knowledge Management) and the fourth stream (Content) which can be attributed to the experience variable. There are variables with statistical significance between the averages of respondents to the third stream (Technology) and the whole streams attributed to the experienced teachers (6-10 years) and respondents of experience more than 10 years against less experienced teachers (1-5 years). There are also variables with statistical significance for the favour of experienced respondents (more than 10 years) against the respondents having experience ranging (6- 1 years) in all streams. Those variables of experienced teachers (6-10) and more experienced teachers (more than 10 years) are significant against the less experienced teachers (1-5). On light of the analysis of the study literature, the study reached a proposed prospect to manage Knowledge in post-basic education schools in the Sultanate of Oman consisting of the following: Aims of the proposed prospect. International and national drivers Scopes of the proposed prospect Implementation Requirements of the proposed prospect. Implementation mechanisms of the proposed prospect Difficulties hindering implementation of the proposed prospect