The present study aimed to investigate the effectiveness of the virtual reality software (Mozaik 3D) in teaching Arabic Language to develop the skills of speaking and visual thinking among Grade Four Basic Education System students. In order to achieve this, the study followed the quasi experimental design with two groups, experimental group included 31 male and female students, and control group included 31 male and female students from the same school. The researcher prepared two instruments and a study material. The two instruments were the oral performance analysis card to measure speaking skills and a written test for visual thinking. The study material was the guide for the teacher on how to teach with the virtual reality software (Mozaik 3D). The researcher verified the instruments validity by presenting the material to a number of reviewers and checked the reliability of the two tools by using appropriate statistical treatments for the test as the value of its reliability according to the Alpha Cronbach coefficient was 84.0, and for the analysis card the reliability was verified by the stability of the raters as the agreement percentage, according to the Pearson coefficient was 98.0. The results of the study showed a statistically significant difference at the level of significance of 0.05 ≥ α between the mean scores of the two study groups in the post application of the analysis of oral performance in favor of the experimental group. Also, there was a statistically significant difference at the level of significance of 0.05 α between the mean scores of males and females in the post application of the oral performance analysis in favor of female students. The results also indicated that there was a statistically significant difference at the level of significance of 0.05 ≥ α between the mean scores of the two study groups in the post application the written test for visual thinking in favor of the experimental group. There was no statistically significant difference at the level of significance 0.05 ≥ α between mean scores for males and females in the post application of the test of visual thinking skills. Accordingly, the current study recommended that attention should be paid to developing speaking and visual thinking skills in the Arabic language subject through modern education software such as the current one. The current study suggested conducting more studies to reveal the effectiveness of virtual reality in developing other thinking skills in the Arabic language, and in various academic stages