This study aimed to identify the reality of using modern technologies in teaching Cambridge curricula for grades (5-9) from the perspective of mathematics teachers in South Al Batinah Governorate. In order to achieve the study’s objectives, the researcher adopted the descriptive approach, preparing a questionnaire consisting of (33) items distributed across (3) axes. The questionnaire was applied to the study sample which consisted of (174) male and female teachers. The results of the study sample's assessments indicated that the availability of modern technologies in the classroom and school environment used in teaching the Cambridge curricula for grades (5-9) in South Al Batinah Governorate was at a moderate level. Similarly, the degree of using modern technologies in teaching Cambridge curricula for grades (5-9) in South Al Batinah Governorate was of moderate use. While the obstacles to using modern technologies in teaching the Cambridge curricula for grades (5-9) in South Al Batinah Governorate were of a high level. Furthermore, the results indicated no statistically significant differences at the significance level (α ≤ 0.05) between the study sample's responses regarding the degree of using modern technologies in teaching the Cambridge curricula for grades (5-9) in South Al Batinah Governorate attributed to the variables (gender - years of experience) or the interaction between them. There were also no statistically significant differences at the significance level (α ≤ 0.05) between the study sample's responses to obstacles to using modern technologies in teaching the Cambridge curricula for grades (5-9) attributed to years of experience or the interaction between gender and years of experience. However, the results revealed statistically significant differences at the significance level (α ≤ 0.05) in the study sample's responses regarding obstacles to using these modern technologies attributed to the gender variable, in favor of the females. In light of the study results, a set of recommendations was presented, including allocating sufficient funds by the Ministry of Education to provide all the modern technologies needed by teachers in teaching, as well as evaluating the Cambridge mathematics curricula by experts in the Curricula Evaluation Department to determine the appropriateness of the curricula density with the specified time period for implementation.