The study aimed at identifying the reality of pre-university educational policies in the Sultanate of Oman through the premises of those policies, as well as its dimensions in light of the Fourth Goal of Sustainable Development 2030 (compulsory and free education, justice in education, quality of education, skills necessary to support sustainable development), indicators of its goals. It also aimed at identifying areas of those policies that need to be developed, revealing of the challenges which face them, and finally, building a Proposed Conception for the aim of developing those policies. The mixed studies approach has been applied in this study through combining quantitative and qualitative research using three tools: (questionnaire, document analysis and interviews) that were utilized in a sequential explanatory approach. Moreover, The study relied on a sample of documents while collecting its data, which represented in (The Philosophy of Education in the Sultanate of Oman, The National Strategy for Education 2040, and The Ministry of Education's Ninth Five-year Plan for the Education Program for the years (2016-2020). In addition, the data of the field study were collected from an intended sample of decision-makers, specialists in educational policies, and some of those who implement them. The number of (111) members were applied to the questionnaire. On the other hand, (11) of the Ministry of Education's officials were included in the study interviews. The questionnaire sample showed that (the premises of educational policies for pre-university education) ranged between (2.46) and (1.71) with a degree between "high" and "medium", and that the reality of educational policies for pre-university education in the Sultanate of Oman in light of the dimensions of the study was between high" and "medium". The dimension of (Justice in education) came at the top, ranking with a "high" degree, then the dimension of (quality in education) came in the second place with a "medium degree", whereas the dimension of (skills to support sustainable development) came in the third place with a "medium degree", and finally came the dimension of (Education is compulsory and free of charge) with a medium degree. The results of document analysis showed that the dimension of (skills needed to support the sustainable development) was the most visible dimension in these documents. This dimension came first in terms of its inclusion of educational policies, and the dimension of (fairness in education) came last. According to the fields of study, the field related to (public school education policies (basic and post-basic) came first in terms of the interest of educational policymakers and educational decision makers in the Sultanate of Oman with a "high" degree, while the field of (pre-school education policies) ranked last with a "medium" degree. The areas of (adult education and literacy policies) and (special education policies) came second and third, respectively.The challenges facing pre-university educational policies in the Sultanate of Oman in order to achieve the Fourth Goal of Sustainable Development 2030, from the perspective of the questionnaire sample, ranged between "high" and "low". The results of the interviews showed that (compulsory and free education, clarity of policies, and educational justice,) are the most important premises of the educational policies for pre-university education. Also, it represented that the relationship between the international agenda comes within the framework of implementing the international commitments for the sustainable development and its requirements, which is a (cooperation and guidance) relationship. However, the community partnership still needs more empowerment and activation. In addition, the interviews provided a number of explanatory responses to the lack of interest in pre school and special education. Moreover, the responses of the interview sample involved a number of challenges that were divided in the study into three types according to the subjects of the study. The study ended with a Proposed conception that was built according to the findings based on the close relationship between educational policies and the fourth goal of sustainable development, the challenges facing those policies and the aspirations and needs of the Omani context, with the inclusion of a number of proposed mechanisms related to the dimensions of the study and proposed detailed procedures to implement the indicators of the fourth goal for sustainable development according to fields of study.