This study aimed to identify the reality of teaching Arabic to non-native speakers from the viewpoint of teachers in light of the Corona pandemic in the Sultanate of Oman. From this objective, three axes emerged: the attitudes of the Arabic teachers towards teaching Arabic to non-native speakers during Corona pandemic, the reality of preparing lessons for teaching Arabic to non-native speakers during Corona pandemic, and the e-learning obstacles faced by teaching Arabic to non-native speakers during Corona pandemic as well as analyzing the causes of differences in the sample estimates of the study variables: gender, age, experience, qualification and the educational institution. To achieve the objective of the study, the researcher followed the descriptive analytical approach, and designed a questionnaire to find out the reality of teaching Arabic to non-native speakers during Corona pandemic in the viewpoint of teachers in the Sultanate of Oman included the axes of the study. The validity of the study was confirmed using the Cronbach Alpha correlation coefficient. The study sample consisted of (28) male and female teachers who teach Arabic to non-native speakers in the Sultanate of Oman. To address the data statistically, the Statistical Packages Program (SPSS) was applied. The results showed that there were no statistically significant differences between the teachers in teaching Arabic to non-native speakers during Corona pandemic in the Sultanate of Oman attributed to the variables of gender, years of experience, and the educational institution in all of the study axis which reflected the convergence of opinions of the study samples of the male and female teachers with regard to the reality of teaching Arabic to non-native speakers in light of the Corona pandemic in the Sultanate of Oman. The study found that the pandemic has imposed itself on the reality of teaching Arabic to non-native speakers in the Sultanate of Oman, where new educational programs were used to continue learning such as Google Meet and Zoom. It gave the teacher a clear dimension in managing education electronically through virtual classes. The study came up with several recommendations, the most important of which are: Designing and establishing advanced educational digital platforms especially made for teaching Arabic to non-native speakers at all levels and branches that benefit the teacher and learner through its capabilities in presenting lessons, saving contents and playing them in all types of multimedia. Moreover, upgrading the level of readiness to establish and develop high-speed internet to keep pace with the digital educational requirements and reducing its cost, as well as allocating special packages for educational websites.