The study aimed at measuring the contribution of audiovisual content in learning Arabic as a foreign language from the teachers and learners point of view. The Audio-visual Content is a major pillar in the development of educational learning, but it has not received the sufficient attention required in the field of teaching Arabic to non-Arabic speakers. A descriptive, analytical and suitable approach was used in this study and a sample of nine (9) teachers and a thirty one (31) learners of Arabic as a foreign language at Sultan Qaboos College for teaching Arabic as a foreign language in Willayat Manah, A'Dakhiliya, Sultanate of Oman. That sample was limited to implement the teaching practice course as one of the curricula in the University. Also for that the college is adopting the common European Framework for learning languages and for the presence of the highest number of learners of Arabic as a foreign language in the intermediate level comparing to other institutes. To achieve the Study Objectives, the audio-visual content was divided into two main areas: audio-visual understanding and audio-visual receiving. Each area included a number of audio-visual situations where each one includes skills derived from it to learn Arabic as a foreign language. And each skill has an indicator for its achieving. A questionnaire consisted of seventy two (72) items distributed in the main categories of audio-visual content, audio-visual situations, Arabic language skills and indicators and the verifications of its validity and persistence in appropriate ways. The study has resulted to: - Audiovisual content generally contributes significantly to the learning of Arabic as a foreign language from the teachers' point of view where their responses have been noticed largely within the category. The focus of the questionnaire was arranged as follows: (trips and entertainment shows situation, movie watching, lectures, TV show watching, and public gatherings). - Audiovisual content generally contributes significantly to the learning of Arabic as a foreign language from the learners' point of view where their responses have been noticed largely within the category. The focus of the questionnaire was arranged as follows (watching film, public gatherings, trips and entertainment shows, lectures, and watching a television program). - There is no statistically significant difference between teachers' average scores on the degree of contribution of audio-visual content in learning Arabic as a foreign language according to gender, qualification and experience. - There is a statistically significant difference between learners' average scores on the degree of contribution of audio-visual content in learning Arabic as a foreign language in the situation of trips and entertainment shows according to gender which is for the benefit of males. - There were no statistically significant differences between the average scores of learners on the degree of contribution of audio-visual content in learning Arabic as a foreign language according to the variable motives of learning among learners as a whole. While there were statistically significant differences in the situation of public gatherings for the benefit of those who were motivated to learn Arabic language as a hobby. - There were no statistically significant differences between the average scores of learners on the degree of contribution of audio-visual content in learning Arabic as a foreign language according to the variable number of years in learning the Arabic language. While there were statistically significant differences in the situation of trips and entertainment shows. - There were no statistically significant difference between the average scores of teachers and the average score of learners in the degree of contribution of audio-visual content in learning Arabic as a foreign language.