The aim of the present study is to examine teachers' cognitions and implementations of inductive grammar teaching in Omani grammar classrooms. The study attempts to reach the following objectives: to investigate how grammar is taught in Omani classrooms, to examine teachers' understandings of inductive grammar teaching, and to examine teachers' beliefs about inductive grammar teaching. To reach these objectives, three teachers have been observed and interviewed. The study is considered a qualitative case study that adopts content analysis and constructivist grounded theory to analyse data. Content analysis is implemented to analyse data of classroom observations. Constructivist grounded theory is adopted to analyse teachers' interviews. The findings reveal that the majority of teachers tend to teach grammar in a traditional deductive teaching method. The findings also demonstrate that teachers' understandings of inductive grammar teaching are limited. The teachers develop negative beliefs about inductive grammar teaching due to lack of understanding and training. Finally, it is theorised that teachers' limited implementations of inductive grammar teaching is due to their lack of understanding, lack of training, and negative beliefs about inductive grammar teaching