This study aimed to find out the relationship between the use of higher-order thinking skills by Arabic language teachers in teaching literary texts in the tenth grade and students' attitudes toward it in Al-Dhahirah Governorate in Oman. The sample consisted of 670 students. Two questionnaires were designed; one to measure the use of higher-order thinking skills in teaching literary texts by Arabic language teachers and another to measure the students' attitudes toward literary texts. Their validity was examined by the face validity and content validity while their reliability was assessed by measuring internal consistency with Cronbach's alpha. The reliability coefficients were 0.77, and 0.73. The results indicated that there is satisfaction from the students' perspective about using higher-order thinking skills in teaching literary texts by Arabic language teachers (mean 2.38). The trend measurement suggested that the degree of students' attitudes toward literary texts were not satisfactory enough to motivate students toward studying literary texts (mean 2.25). The results also indicated that there is a positive and statistically significant correlation between using higher-order thinking skills by Arabic language teachers in teaching literary texts and students' attitudes towards it but it is weak (0.33). The study recommended urging teachers to develop higher-order thinking skills among students through teaching literary texts, providing training to help teachers achieve this goal, reviewing teaching methods of literary texts, and making content more stimulating.