The problem of the study lies in the lack of attention paid to the extra curricular activities of Arabic language in secondary schools as a complementary and applied components of linguistic practice and an important technique for mastering its skills. In the present study, the attempt was made to answer the following questions: 1. What are the extra-curricular activities of Arabic language suitable for secondary school students? 2. What are the extra-curricular activities of Arabic language preferred by secondary school students? To what extent do students practise them? 3. To what extent do secondary school teachers guide their students to practise the extra-curricular activities suitable for them? 4. Do secondary school students differ in their preference of extra curricular activities of Arabic language according to sex (male/female) or specialisation (Arts/Science)? 5. What are the procedures suggested to develop these activities? A total of 45 specialists in curriculum and methods of teaching Arabic, 170 teachers of Arabic and 423 students selected from Muscat, Dakhelia and Batina responded to the questionnaires. Statistical analyses of the data revealed the following results: 1. All extra-curricular activities of Arabic language included in the questionnaire were found appropriate by specialists and teachers. 2. To a large extent, secondary school students prefer practising all extra-curricular activities of Arabic language. 3. Secondary school students have very little practice of speaking, reading and writing activities. 4. Teachers of Arabic encourage their secondary school students to practise seven activities extensively, three activities at a medium rate and six activities are neglected. 5. Teachers of Arabic encourage their students to practise only one activity in both speaking and reading aloud at a medium rate and all other activities are accorded very little practice. 6. Four activities of writing and three activities of silent reading are encouraged at an average rate whereas all other activities are accorded very little practice. 7. No significant correlations were found between activities and specialisation except for writing activities which were more preferred by Arts students than their counterparts in the Science section. 8. No significant correlation was found between activities practice and sex. 9. No significant correlation was found between practice of activities and specialisation except for speaking that was practised more by Arts students than their counterparts in the Science section.