The study aimed at identify the reality of administrative practices of bilingual private schools in the Sultanate of Oman in light of the experiences of some countries, and revealing the significance of the differences between the responses of the sample members about the availability of these practices according to the variables: gender, job title, years of experience, type of bilingual school, and governorate, and submitting suggested procedures for developing administrative practices, including: a summary of the field study's results, the dimensions of the proposed procedures, and the requirements for implementing the proposed procedures. To achieve the study's goals; the researcher followed the descriptive approach, and used a questionnaire to collect data which consisted of 55 statements distributed into five axes: Administrative practices related to the strategic planning process in private schools, administrative practices related to the professional development of the teacher, administrative practices related to community participation, and administrative prac tices related to effective communication between private schools and the Ministry of Education, and proposals for the development of private school management. The study sample consisted of principals, their assistants, and teachers in bilingual private schools in the Sultanate of Oman affiliated to the following governorates: Muscat, Al Batinah North, and Al Dakhiliyah. The study sample consisted of 159 responses, (40) of the sample are Directors/assistant directors, and (119) of it are teachers. The results of the study showed that these administrative practices of bilingual pri vate schools in the Sultanate of Oman came within the degree of medium practice, and the administrative practices related to the strategic planning process in private schools got the highest averages, while the administrative practices related to effective commu nication between private schools and the Ministry of Education got the least. The study's results revealed that there were statistically significant differences at the signif icance level (0.05) attributed to the variables of gender and the type of bilingual school regarding the reality of administrative practices in private bilingual schools in the Sultanate of Oman. While it showed that there are differences due to the variable years of experience in the axis of administrative practices related to the strategic planning process in private schools in favor of years of experience (less than 5 years). In light of these results, the current study gave recommendations at the level of the Ministry of Education, and at the level of private schools.