This study aimed to assess the degree of kindergarten teachers' knowledge of non-verbal communication skills and the usage of those skills while communicating with children. The variables considered for the assessment were the years of experience, pre-school teachers qualifying course and marital status. The research method used for this study was the descriptive methodology. However, collection methods were a test consisted of 20 questions developed by the researcher and an observation sheet with 21 phrases. 30 teachers were chosen from AL-Seeb State in Muscat Governorate as samples for this study. The researcher analyzed the data through the (SPSS) by using the arithmetic means, standard deviations, T-test and Anova test. The study showed that Kindergarten teachers have a high degree of knowledge of non-verbal communication skills and so was their usage. Also, it presented that there were no statistically significant differences in the degree of Kindergarten teachers' knowledge of non-verbal communication skills that could outed to these variables: years of experience, pre-school teachers qualifying course and marital status. Considering the same variables the study indicated that there were no statistically significant differences in the degree of Kindergarten teachers' usage of non-verbal communication skills. Final result revealed that there was no significant statistical relationship between the degree of Kindergarten teachers' knowledge of non-verbal communication skills and their usage of it in communicating with children. The researcher recommended adding more sections in the observation sheet into the teacher evaluation form. Additionally, a descriptive study of the impact of Kindergarten teachers' verbal communication on the child's behavior is recommended. Moreover, having the same study repeated with a wider range of samples (teachers) including the other governorates within the Sultanate. Finally, the researcher suggested an experimental study of a training course of non-verbal communication skills and its impact on the interactivity of kindergarten classes.