This study aims to investigate the use of drawings and pictures in teaching Arabic vocabulary for non-native speakers from the perspective of teachers and learners of Arabic. The problem of the study has been addressed by answering these questions. What is the impact of the use of drawings and pictures in teaching Arabic vocabulary for non-native speakers from the learners' perspective? Is there a statistically significant relationship between teachers' perspectives and learners' perspectives in relation to using drawings and pictures in teaching Arabic vocabulary for non-native speakers? Are there any statistically significant differences pertaining to the use of drawings and pictures in teaching Arabic vocabulary for non-native speakers from the teachers perspective in relation to their gender and experience? Are there any statistically significant differences pertaining to the use of drawings and pictures in teaching Arabic vocabulary for non-native speakers from the learners' perspective in relation to their gender and academic level? The population of the study consisted of all Arabic language teachers, as well as learners of Arabic in the institutes of teaching Arabic for non-native speakers in the Sultanate of Oman. The sample included 21 teachers (12 males/9 females) and 35 learners (12 males and 23 females). The analytical descriptive method was used to investigate the use of pictures and drawings in teaching and learning Arabic vocabulary for non-native speakers. Two questionnaires were used; one for teachers and another for learners based on a 4-point Likert scale (strongly disagree, disagree, agree, and strongly agree). Reliability and validity were achieved, as well as the consistency coefficient of both samples. The Cronbach alphas of the teachers and learners' surveys were 94 and 97, respectively. The findings revealed a high level of the use of drawings and pictures in teaching Arabic vocabulary for non-native speakers from the perspective of teachers and learners. The results also revealed that there is a significant relationship between perspectives of teachers and those of learners in relation to using drawings and pictures in teaching Arabic vocabulary for non-native speakers. It was found that there were no statistically significant differences at the level of 0.05 among teachers pertaining to the use of drawings and pictures in teaching Arabic vocabulary for non-native speakers from the teachers' perspective in relation to gender, whereas there were statistically significant differences in relation to their experience (10 years and above). It was found that there were no statistically significant differences at the level of 0.05 among learners pertaining to the use of drawings and pictures in teaching Arabic vocabulary for non-native speakers from the learners perspective in relation to gender and academic level. Several recommendations were advanced emphasizing that Arabic language teachers for non-native speakers should be efficiently prepared. Teachers should be equipped with the necessary skills in using educational pictures and drawings, which, in turn, should be integrated with suitable preparation programs so that teachers can develop essential teaching skills. Teachers should also benefit from programs and experiences of teaching other languages rather than Arabic for non-native speakers. Seminars, workshops, and conferences should be held to develop skills pertaining to preparing, designing, and producing educational pictures and drawings in teaching Arabic for non-native speakers.