This Study aims at analyzing and evaluating Human Geography second secondary textbook at the – literary stream - in the Sultanate of Oman, during the academic year 1982/1983, in order to decide upon its pros and cons. The study answers the following questions: What are the Criteria that should be made available, in the book of Human Geography, being taught for the students of the second secondary class – literary stream, in the Sultanate of Oman? 2. To what extent are the criteria for the domain of area shape and production are present or found in the Human Geography textbook of the second secondary class-Art-in the Sultanate of Oman? 3. To what extent are the Criteria for objective domain found/present in the of Human Geography textbook of the second secondary class-Art-in the Sultanate of Oman? 4. To what extent are the criteria for the content area found/present in the Human Geography textbook of the second secondary class Art-in the Sultanate of Oman? . To what extent are the criteria for the instructional activities area domain found/present in the Human Geography textbook of the second secondary class-Art-in the Sultanate of Oman? 6. To what extent are the criteria for the Teaching Aids area domain present/found in of Human Geography textbook of the second secondary class-Art-in the Sultanate of Oman? 7. To what extent is each of the criteria for Evaluation present / found in of Human Geography textbook of the second secondary class-Art-in the Sultanate of Oman of the second secondary class Art-in the Sultanate of Oman? The data were collected by the following instruments: - A check list (1) Of the ideal Criteria should in the secondary schools' Human Geography textbooks in the Sultanate of Oman. They are totaling 65 Criteria which are divided into 6 main areas. The Form and the production. The Objectives, The Contents, The Educational Activities, The Teaching Aids, and Evaluation. (2) An instrument for analyzing and evaluating the second secondary literature stream – Human Geography textbook. - A Form for analysis the questions of the second secondary – the stream - Human Geography of literature textbook. Having verified the validity and reliability of the instruments, the researcher, together with three other specialists, applied these instruments. Moreover, a Questionnaire was prepared with the intention of exploring the interests of the students' of the second secondary literary stream- towards the topics of the Human Geography book. This Questionnaire was administered on (120) students, who were textbook randomly chosen from the schools of Al-Batina North Region. The study Resulted a number of results, the most significant of which are: The textbook, under investigation, does not contain the general and - educational objectives of geography and does not contain a special list of the concepts and terms, of the related readings, and teaching aids. As far as the content is concerned, the textbook exhibits scientific accuracy, logical classification and integration between the components of the same subject, and use of simple and clear language. However, the information and figures stated therein can not be described as the latest. Over and above, it does not concentrate on the development of the students' critical thinking. The instructional activities are diverse and related to the content areas, and employ the various educational resources. However, these were not distributed among all the units of the book. The teaching aids are diverse, fixed in the appropriate locations and are related to the content. However, they do not meet the scientific conditions, nor facilitate the process of learning the contents of the book. The evaluation questions were all essays most of which measure the knowledge domain, and amounted to (229) questions, out of a total of (233) questions, which is equivalent to (98.3%). While concentration on the psychomotor domain was weak, as the questions measuring this domain, were only (4) out of the total number of questions, which is equivalent to (1.7%). The book does not contain any questions measuring the affective domain. As for the levels of the cognitive domain; the number of questions that measure the level of recall is (42) questions out of a total number of the cognitive questions, which is equivalent to (18.3%). The number of questions measuring the level of comprehension amounted to (136), which is equivalent to (59.4%). The number of questions measuring the level of application amounted to (32), which is equivalent to (14%). The number of questions measuring the level of analysis amounted to (19), which is equivalent to (8.3%). The textbook does not contain any questions measuring the level of syntheses and evaluation. The researcher provides a number of recommendations, among which are the following: General aims and special objectives should be included in the introduction of the textbook. 2. Statistics and data must be updated every five years at least. 3. Further the evaluation research should be carried out on the various textbooks of the various academic stages.