This study amied to figure out the most used methods of teaching reading skills in the institutions of teaching Arabic to non - Arabic speakers in Oman. The study included 15 male and female teachers who were selected by the method of intent; (100%) of the study population. To achieve the objective of the study, the researcher used the descriptive method by preparing a note card consisting of 56 items distributed in six teaching methods, (Compositive, Traditional, Direct, Reading, Audio-oral, Communicative). The study also used open structured interview questions which had been validated and verified. The results of the study showed the following: 1. The Audio-oral Method was the most used one which was directly followed by the Reading Method and the Direct Method was the third one just before the Communicative Method which came before the Traditional Method (grammar and translation) whereas the Compositive Method was the least common. 2. There were no significant differences at the according to the two variables; gender and specialization. On the other hand, there were clear differences according to the variable of experience years in the Traditional Method as well as according to the variable of educational stage in all above teaching methods except the Direct Method. Based on the results of the study, the researcher recommended the urgent need to increase sustained efforts in this field, teaching of Arabic language reading skills to non - Arabic speakers in Oman, and increase the number of oral conversation hours as well as to activate the role of the language-usage-partner. The researcher also recommended providing educational resources in such institutions and training teachers on how to employ them well.