The current study aimed to develop proposed mechanisms for implementing the productive school concept in government schools in the Sultanate of Oman. This was achieved by identifying the necessary requirements for implementing the concept across various dimensions, including administration, teachers, students, curricula, supportive environment, and community partnership. The study also aimed to uncover the obstacles that may hinder the implementation of the productive school concept. To achieve these objectives, a mixed-methods approach was utilized, including document analysis, elite interviews, and a survey. The study sample consisted of all government school principals and their assistants in the Sultanate of Oman, totaling 1,686 administrators. The survey instrument, consisting of (50) items, was validated and administered to a convenient sample of (314) administrators, representing (19%) of the study population. The study yielded several important results, including the following: ● The requirements for implementing the productive school concept in the Sultanate of Oman, as perceived by school principals and their assistants, were rated as very high across all dimensions (administration, teachers, students, curriculum, supportive environment, and community partnership), with "supportive environment and community partnership" being the most significant dimension.