The spoken Arabic languages shall be submitted in the teaching Arabic field to non-native speakers as an aspect of the cultural content in the teaching curricula, and a manifestation of the Arabic language in Arab countries today. From this point; this study aimed to survey the teachers' perspective on the reality of employing the Omani Spoken Arabic in teaching Arabic to non-native speakers in the Sultanate of Oman, and the extent to which there are statistically significant differences between their perspective shall be attributed to the variable of educational institution and experience years. The descriptive analytical approach was used; due to the study nature that conducted on an intentional sample of (40) male and female teachers, they are distributed among: (Sultan Qaboos College for Teaching Arabic to None-Native Speakers in the Wilayat of Manah, Noor Majan Arabic Institute with its two branches: Ibri and Muscat, Arabia Experience Institute in the Wilayat of Al-Seeb, the Dhad Institute for TASOL at the University of Nizwa, the Language Centre at Sohar University, and the Language Institute in the Wilayat of Al-Buraimi, in addition to other institutes) . To answer the study questions; The questionnaire was taken as a tool for collecting data and information, and it consisted of (52) items distributed on four axes: (abstact reality, executive reality, student reality, and institutional reality). After using the appropriate statistical processing, the study reached the following results: • The Omani Spoken Arabic shall be used to a large extent in teaching Arabic to non- native speakers in the Sultanate of Oman. From the teachers' perspective. • There are no statistically significant differences between the Arabic language teachers for non-native speaker's perspective in using the Omani Spoken Arabic due to the variable experience years. • There are no statistically significant differences between the Arabic language teachers for non-native speakers perspective in using the Omani Spoken Arabic due to the variable of the educational institution in the two axes (abstract reality and the executive reality), while it is noticed that there are statistically significant differences in the two axes (institutional reality and student reality) in favor of Arabia Experience Institute and Noor Majan Arabic Institute Muscat. In light of these results; the study recommended a number of recommendations, the most important of which are: • Those worked in teaching Arabic to non-native speakers in the Sultanate of Oman must work, provided that the teaching of the Omani Spoken Arabic shall be within the tight linguistic planning framework. • To cooperate and communicate with educational institutions in the Sultanate of Oman and abroad, and work to devise renewed practical paths for learning the spoken language. • Arabic curricula experts in the Sultanate of Oman shall develop an Omani curriculum and an educational dictionary, taking into account the dialectical diversity in the Sultanate. • Gulf institutions shall cooperate with each other to issue an educational dictionary that collects the narratives of the Gulf GCC cluster. • Higher education institutions shall qualify teachers working in this field with specialized qualifications.