The current study aimed to reveal the impact of using augmented reality technology (Halo AR) in teaching science on the academic achievement and the attitudes towards science of grade four students in the Sultanate of Oman. To answer the study questions a qusi-experimental method was used. The study sample consisted of 60 students in the fourth grade from Izz school in the Al-Dakhiliyah governorate. The sample was divided into two groups: the control group consisted of 30 male and female students who were taught in the traditionally way, and the experimental group which consisted of 30 male and female students who were taught using augmented reality technology. The study material consists of a teacher's guide for teaching the sound unit in science for the fourth grade, as well as the study tools, namely: achievement education test in the sound unit and the scale of students' attitude towards the science subject. After completion the teaching of the unit based on the teacher's guide, the study tools were applied to the two groups; The study found the following results: Statistically significant differences at the level of significant (α ≤ 0.05) between the median control and experimental group scores in the post-applied achievement test for the experimental group that taught using augmented reality technology. The study also found significant differences at a level of significant (α ≤ 0.05) between control and experimental group student responses in the scale of students' attitude towards the science subject. And a strong positive correlation was also found between academic achievement and attitude at the level of significant (α = 0.05).