The study aimed to identify the impact of instructional leadership practices on the degree of availability of the professional learning communities’ dimensions in basic education schools in the Sultanate of Oman from teachers’ perspective. To achieve the study objective, the study followed the quantitative descriptive approach. A questionnaire was used which consisted of 37 items disctributed across two scales: the instructional leadership scale consisting of three dimensions: defining the school mission, managing teaching program, enhancing the school atmosphere, and the professional learning communities scale consisting of four dimensions: organizational learning, shared responsibility, reflective dialogue, and de-privatized practices. The study population involved male and female teachers of basic education schools from all governorates of Oman, amounting to 30279 teachers. The study sample consisted of 375 male and female teachers of primary schools from all governorates of the Sultanate, representing %2.7 of the study population. The study found out that the degree of practicing instructional leadership was high among the principals of basic education schools in the Sultanate of Oman. The degree of availability of professional learning communities was also high from the teachers’ perspective. The study also showed that there was a statically significant direct relationship between practicing instructional leadership and the availability of professional learning communities’ dimensions in at the level of (α≤0.01), and that the educational leadership practices predicted the degree of availability of learning communities’ dimensions at the level of (α≤0.01).