This study sought to identify the availability of self-learning in assessment and activities of Islamic education textbooks for post-basic education and the degree of acquiring them by students from the point of view of teachers through answering the following questions: 1. What is the availability of self-learning skills in assessment and activities of Islamic education textbooks for post-basic education stage 2. What is the degree of acquiring these skills by post-basic education students from the point of view of teachers? To achieve this goal, the researcher followed the analytical descriptive approach. He constructed two study tools: an analysis card for (32) self-learning skills that should be required in the assessment and activities of two Islamic education textbooks for post-basic education stage, and a questionnaire to identify the degree of acquiring (32) self-learning skills by post-basic education students from the point of view of teachers. The authenticity and consistency of the two tools were verified. The study sample consisted of assessment and activities of the two textbooks of Islamic education for post-basic education stage of the academic year 2016/2017, first edition. The number of analyzed questions and activities amounted to (532) and (116) teachers who taught grades (11-12. The most important results reached by the study were that the most available self-learning skills were "use of Information", with an availability percentage of (80.22%) followed by "organization of Information" with (13.48%), and finally "Search for information" With an availability rate of 6.30%). The degree to which post-basic education students have acquired the skills of self-learning from the point of view of teachers was "mediocre." In light of the findings of the study, the researcher reached a set of recommendations, and suggested conducting research and other similar studies, dealing with various aspects of self-learning skills related to curriculum, teacher and learner