The present study sought to investigate EFL teachers' cognition in reading instruction. It also sought to investigate the extent to which this cognition is influenced by such factors as gender, nationality, level taught and teaching experience. A sample of (400) EFL teachers was selected randomly from four regions: Batinah North, Batinah South, Muscat and Dakhelyah. The main results of the study were as follows: 1. Non-Omani EFL teachers' cognition in reading instruction differs significantly from that of the Omani EFL teachers. 2. EFL male teachers' cognition in reading instruction did not differ significantly from that of EFL female teachers. 3. EFL preparatory level teachers' cognition in reading instruction did not differ significantly from that of the EFL secondary level teachers. 4. There was no significant difference in EFL teachers' cognition in reading instruction in terms of teaching experience. 5. EFL teachers' cognition is significantly different from one dimension related to reading instruction to another. The highest mean was scored on dimension five ( the role of the EFL teacher during a reading lesson and the lowest mean was scored on dimension six (students reading difficulties). In the light of the results of this study, some recommendations were suggested.