The study aims at identifying the level of Arabic language teachers for non-native speakers in the classroom dialogue skills, in addition to o reveal existence of differences between the study sample in the level of classroom dialogue skills depending on variables: gender, experience and educational institution in the practice of teachers the skills of the necessary classroom dialogue, and building up the number of teachers of Arabic language for other speakers, which is (26) teachers, the sample of the study sample was chosen in an intentional manner. The researcher used the descriptive method, and to achieve the objectives of the study, he prepared a note based on the relevant studies, and then ensure the validity of the tool presented to the supervisor, and a panel of arbitrators, and the observation card consisted of (43) skill distributed in five areas (intellectual, and The tool was applied to all the sample of the study where the data were then analyzed using the statistical program (SPSS). The study resulted in the following: 1. The results of the current study showed that the total score of the instrument (all fields) was very high, as the level of skills level of the tool for the fields (intellectual, linguistic, body language, personality) level of practice is very high, and a high degree in the audio field where the personal field In the first place with an arithmetic mean (4.50), followed by the intellectual field in the second place with an arithmetic mean (4.38), then in the third place the linguistic field with an arithmetic mean (4.37), then the field of body language in the fourth place with an arithmetic average (4.32), and in the last place the field Arithmetic Average (4.032) 2. There are no statistically significant differences at the level (α ≤ 0.05) between teachers of Arabic for non - Arabic speakers in the level of skill of classroom dialogue due to the difference of gender. 3. There are no statistically significant differences at the level (α ≤ 0.05) between teachers of Arabic language for non - native speakers in the level of skill dialogue class due to the difference in years of experience. 4. There are no statistically significant differences at the level (α ≤ 0.05) between teachers of Arabic language for non - native speakers in the level of skill dialogue class due to the difference of educational institution. The results of the study reached a set of recommendations, the most important namely: Holding training courses for Arabic language teachers for non-native speakers in the Sultanate of Oman in classroom dialogue skills to include all areas of classroom dialogue skills (intellectual, linguistic, phonetic, body language, and personality) according to the degree of importance in the field of Teaching, in addition to providing teachers of Arabic to non-Arabic speakers in educational institutions with publications and scientific publications on the skills of classroom dialogue; in order to strengthen teachers with the skills necessary to teach Arabic to non-native speakers.