This study aims to display the reality of the practical training program of teaching Arabic language to non-native Arabic speakers from teachers and students' point of view. The practical training is one of the most important programs of qualifying teachers. It is a practical application of the educational and professional principles on the teaching field. It also gives students theoretical and practical skills that help them to improve their teaching performance when they are joining the teaching profession. This research is based on the appropriate analytical descriptive approach. The study sample consisted of eighteen (18) cooperating teachers (10 male and 8 female) from three training institutions (Sultan Qaboos College in Manah, Noor Majan Institute in Ebri and International Studies Institute in Muscat), while the number of the sample of male and female master students in Nizwa University, specializing in teaching Arabic language to non-Arabic speakers is thirty (30). To achieve the study objectives, the researcher has made a questionnaire consisting of five items (regulations, objectives of the practical training program, stages of the practical training, supervision of the practical training program and training institutions). Each item has three components consisting of different phrases about the reality of the practical training program; the researcher has verified their validity and reliability in the appropriate ways. The most important results of this study are : - From the teachers' point of view, the reality of the regulations item is within the estimate of (a large degree), while this item came within the estimate of (a medium degree) from the students' attitude. -According to the teachers and students' attitudes, the reality of the objectives of the practical training program is within the estimate of (a large degree). -The reality of the stages of the practical training program came within the estimate of (a medium degree), according to the teachers and students' attitudes. -The teachers and students' attitudes present that the reality of the item of the supervision of the practical training program is in the assessment of (a medium degree). -The reality of the training institutions is in the assessment of (a large degree), as the teachers and students show. -There is no statistically significant difference between the teachers' average grades on the reality of the practical training program of teaching Arabic language to non-Arabic speakers according to the variable of (gender, years of experience and qualification). However, there were differences between their grades according to the variable of training institutions in favor of Noor Majan Institute. -There is no statistically significant difference between the students' average grades on the reality of the practical training program of teaching Arabic language to non-Arabic speakers according to the variable of gender. -Generally, according to the questionnaire, there is no statistically significant difference between the students' average scores on the reality of the practical training program of teaching Arabic language to non Arabic speakers according to the variable of training institutions, but there were differences between their grades in the item of regulations and the stages of the practical training program in favor of Noor Majan Institute. -There are no statistically significant differences between the students and teachers' average grades on the reality of the practical training program of teaching Arabic language to non-native Arabic speakers. -This study recommended that it is necessary to provide practical evidence for all phases of the training program to determine the tasks, roles that are expected and the proceeding and evaluation procedures for each of the participants in the implementation of training. Also, it is important to select supervisors and training institutions according to appropriate standards.