The study aimed to investigate the effect of integrating interactive CAS and DGS environments in Algebraic and Geometric thinking among public education students in the Sultanate of Oman in light of their beliefs towards them. The quasi-experimental design was used for two groups (control and experimental). The study sample included (100) eleventhgrade students from Al-Batinah North Governorate, who were randomly selected. They were divided into two groups, an experimental group consisted of (50) students taught in a way that integrate interactive CAS and DGS environments, and a control group consisted of (50) students who were taught in the usual way. In order to achieve the study objectives, Beliefs Towards the Interactive CAS and DGS Environments Questionnaire was used and it consisted of (40) items to classify the study members. Algebraic Thinking Test was used and it consisted of (25) paragraphs of multiple choice type. Geometric Thinking Test was also used and it consisted of (17) paragraphs of multiple choice type. The validity and reliability indications of the study tools were extracted appropriately and it was found acceptable for the study purposes. Students, whose grades according to the Beliefs Questionnaire were less than (50%), were of those with low beliefs, and those with higher grades above (50%) were of those with high beliefs. Analysis of و covariance (ANCOVA) was used to adjust the differences between the means of the two groups in the pre-application of the tools and to reveal the significance of the differences in the mean scores of the students of the two groups on the post-application of the two tests. The results showed that there was a statistically significant difference at the level of (α=0.05) in the improvement of algebraic thinking attributed to the teaching method in favor of the method of integrating interactive CAS and DGS environments versus the usual method. The results also showed a statistically significant difference (α=0.05) in the acquisition of Algebraic thinking attributable to people with high beliefs. The results also showed that there were no statistically significant differences at (α=0.05) in the improvement of Algebraic thinking due to the interaction between the teaching method and beliefs. The results showed that there was a statistically significant difference t (α=0.05) in Geometric thinking attributed to the teaching method in favor of the method of integrating interactive CAS and DGS environments versus the usual method. The results also showed a statistically significant difference at (α=0.05) in Geometric thinking due to beliefs attributed to students with high beliefs. The results also showed that there were no statistically significant differences at (α=0.05) in Geometric thinking due to the interaction between the teaching method and beliefs. According to the results of this study, the researcher recommended paying attention to the possibilities of integrating the interactive CAS and DGS environments in teaching mathematics topics.