This study aimed to develop planning practices for school leadership in post-basic education in the Sultanate of Oman in the case of the Kaufman model of the strategic planning and to reveal the significance of differences in the degree of practice of the strategic planning stages , according to the variables of gender, academic qualification and job title, and it also aimed to identify the challenges that leaders Facing .School in the practice of strategic planning stages, and to provide proposed procedures for developing planning practices for school leaders in light of Kaufman's model of strategic planning. For achieve these goals, the study utilized descriptive approach to suit the nature of the study. Questionnaire was used to collect data, and it consisted of three axes which are: the reality of the planning practices of school leaders for the planning stages, the challenges facing school leaders in planning practices, and proposals to activate planning practices. The ideal vision stage, the planning stage, the implementation stage and continuous improvement, and the study sample included (225) individual from school principals and their assistants and first teachers in post-basic education schools in the Sultanate of Oman. After processing the data statistically using the Statistical Package for Social Sciences (SPSS) program, the study concluded The reality of the planning practices of school leaders in the case of Kaufman's model of strategic planning came with a moderate degree of practice in the whole axis, the stage of ideal vision, implementation and continuous improvement, and it came with a high degree of practice in the planning stage. Study result showed that there were no statistically significant differences about the reality of planning practices for all stages due to the gender variable, and for the stage of ideal vision and planning attributable to the scientific qualification variable, and to the stage of implementation and continuous improvement attributable to the job title variable, as well as the existence of differences in the stage of ideal vision and planning attributed to the job title variable. In favor of school principals and their assistants, and differences due to the educational qualification variable in favor of holders of a bachelor's degree or less. Also, the result showed that among the most important challenges facing school leaders in school strategic planning practices are the limited training programs that deal with this type of planning, lack of material equipment and moral incentives for those involved in preparing and implementing plans, scarcity of successful and approved models for school strategic planning that clarify the general framework for the planning. The results were discussed and proposed procedures for developing planning practices for school leaderships in post-basic education schools in the Sultanate of Oman were discussed, the most important of which is the proposal for a training program for the stages and practices of the Kaufman Model for School Strategic Planning to train school leaders.