This study aims to identify the educational supervisors' perceptions and the reality of their practices for reflective supervision in the Sultanate of Oman. Moreover, it aims to reveal the presence of statistically significant differences between the averages estimates of the individuals of the study sample due to the variables (gender - job title - years of experience - educational stage - educational qualification - educational preservation). To achieve the objectives of the study, the descriptive approach was used, and a questionnaire consisting of 46 phrases were prepared, distributed on two axes: (perceptions of educational supervisors about reflective supervision in the Sultanate of Oman), and (the reality of educational supervisors practicing reflective supervision in the Sultanate of Oman). The questionnaire has been distributed to a random sample of (456) supervisors in all governorates of the Sultanate of Oman, and the data was statistically processed using the Statistical Package for the social sciences (SPSS). The study concluded that the perceptions of educational supervisors and came in a medium degree, whilst their practices of reflective supervision came in a low degree. Moreover, the study concluded that there are no significant differences between the statistical perceptions of educational supervisors and their practices of reflective supervision in the Sultanate of Oman according to the variables (job title - years of experience - educational qualification - educational preservation - educational preservation). Whereas, there were a statistically significant differences between the average of educational supervisors' perceptions and their practices for reflective supervision in the Sultanate of Oman between males and females as females were found to be having more positive perceptions and practice the reflection more than males. The study recommended supervisors to guided reading and seeing everything related to the reflective supervisory model, in order to change the perceptions of educational supervisors about reflective supervision, and this reflects positively on practices. The study also recommended encouraging educational supervisors to practice educational supervision, educating supervisors on the importance of reflective practices, encouraging them to practice it, especially in supervisory deliberations, qualifying new supervisors and training them in reflective supervisory techniques before starting their supervisory jobs, directing supervisors who supervise the secondary schools and above to practice professional reflection as an alternative to professional development.