This study aimed at exploring the extent of practicing reward and punishment methods in educational attitudes by Islamic teachers for students in cycle -two, basic- education (5-10) to examine the effect of two variables: classroom and years of experience on that. The sample was consisted of 30 female Islamic educational teachers in cycle -two, basic education (5-10) in Dhofar region which represented a 37% of the entire population. The sample was randomly chosen from 10 schools in Dhofar region. To achieve the objective of this study, the researcher used an observation tool model with two scopes: One scope was for reward practices with 9 items and the other was for punishment practices with 10 items. After the validity being approved by referees, the tools were applied on another sample of 10 teachers on 10 different educational attitudes(lessons)to check its reliability. The values were in reward practices(0,97) and in Punishment practices(0,80). This percentage indicates the applicability of the tool. The findings of the study were: 1. The application of the reward and punishment practices by teachers in the original sample was relatively average. 2. There was no statistical difference on the coefficient factor (a=0,05) on the extent of the sample teachers in applying the reward and punishment practices. 3. There was no statistical difference on the coefficient factor (a=0, 05) related to class room variable, 4. There was a statistical difference on the coefficient factor (a=0, 05) related to years of teaching experience variable. 5. There was a statistical difference on the coefficient factor (a=0, 05) related to reward practices in favor of teachers with long teaching experience, 6. There was a statistical difference on the coefficient factor (a=0, 05) related to punishment practices in favor of - teachers with middle or short teaching experience. Some recommendations were proposed upon the results of the study: one of the most important is to activate more training programs for teachers and to benefit from experienced teachers. Supervisors and principals should conduct Periodical and summative assessment on reward and punishment. Spread the awareness of the effects of applying the reward and punishment practices on students, and to be used wisely with more reward practices. To benefit from the perfect educational methodology system deprived from the holly Quran and Sonna mainly in reward and punishment practices.