The study aimed at identifying the effect of teaching physics by using Analog Thinking strategy in academic achievement and learning retention for the General Education Diploma students in the Sultanate of Oman. To achieve the goal of study, a special sample of students (39) were chosen from one of Muscat municipality schools (2019-2020). It was divided into two groups, the experimental one (20) students who studied using Analog Thinking and the second group called the control group (19) students that taught in a common way. The school was intentionally chosen aiming at achieving and proving the study objectives. The researcher followed the quasi experimental design. He prepared a test of achievement, which was applied after judging to be sure of its validity. The results revealed that there were statistically differences at the level of (α ≤ 0.05) between the mean scores of the experimental group, and the average of the controlling group in the post application of the academic achievement tests, While the results showed that there were no statistically significant differences at the level of significance(α ≤ 0.05) between the mean scores of students achievement in the retention of learning in physics according to the teaching method in the first and second post application of the experimental group. Through these outcomes, some recommendation were assure for this concern, training the teachers on the strategy of analog thinking and follow-up implementation in the classroom in addition to activating the strategy in textbooks for all stages of school because of its impact in making learning more effective. A similar study is also recommended in other scientific subjects such as chemistry and biology.