The purpose of this research was to investigate and describe the beliefs currently held by English language teachers about reflective learning journal use in grade ten classrooms of government schools in the Sultanate of Oman. In addition, this study investigated and described the hindering factors and extent of use regarding the reflective learning journal practice by the teachers. In this research, a survey questionnaire with 54 items of statements, was used as a tool for data collection. The data collected from 49 participants was analyzed using descriptive statistical methods: mean, standard deviation and percentage calculations. According to the results obtained from the data analysis, teachers believed positively in the beneficial effects of reflective learning journals on the skills of learning, reflection, writing besides improved confidence in the practitioners. Teachers also believed that reflective learning journals should be assessed and graded with care. The main hindrance factors are lack of time, lack of necessary training and guidance, and possible work-load for teachers. At present, the reflective learning journals is being used rarely in an unplanned manner by the teachers. Recommendations include a well-planned implementation program besides effective training and guidance for teachers with supportive materials and instructions.