The study aimed at recognizing the professional competencies of Arabic language teachers for non-native speakers from the teachers own perspective and the extent to which they practice them. The subject of the study presented clearly through the researcher's observations that he had after his visit to the International Studies Center during the practical training period. It indicates the professional adequacies of Arabic teachers for non-native students, especially after finding that some of those teachers are unqualified or un-specialized in that field. The sample of this study consisted of 30 male and female teachers who represented different Centers all around the Sultanate until the time of writing this dissertation, to answer the questions in this study, the researcher prepared a list of the needed professional competencies for Arabic teachers of non-native students. The researcher followed the Analytical Descriptive method by providing the study tools in a form of a questionnaire which involved 56 points. In addition, he ensured observation cards to identify the extent to which those adequacies are practiced by the mentioned teachers. Then those tools were shown to a group of judges to check the validity and reliability. After applying the statistical tools, the results revealed the following: •There were no differences in the sense of statistics between the averages of Arabic language teachers of non-native students in concern to the extent of practicing the professional methods according to the variables of gender, learning Center, years of experience, qualifications and specialization. In the light of the findings of the study of results, the researcher recommended directing the centers to teach Arabic to non-native speakers to increase interest in institutes in terms of teacher quality that provide facilities in regard to selecting qualified teachers as well as providing them with new and advanced techniques in the classes to cope with the current rapid scientific boom in this field. In addition to that, regular workshops are required for those teachers to develop and enhance their professional competencies.