This study aimed to identify the most common cognitive strategies in learning the reading skill of non-Arabic speakers, the role of these cognitive strategies in learning the reading skill for non-Arabic speakers, the difficulties faced by Arabic language learners for non-native speakers while reading, and how to overcome difficulties. To achieve the aims of the study, the researcher used the descriptive analytical method, and adopted the questionnaire as a study tool. Where the researcher collected data through individuals who intentionally sample some of the Arabic language teaching institutions for non-native speakers in the Sultanate of Oman, whose number is estimated at forty one male and female students for the academic year (2018-2019). The study tool consisted of a questionnaire that included a number of paragraphs related to patterns of cognitive strategies in learning the reading skill of non-native speakers. After applying the study tool, extracting the results and statistically treating them. The researcher reached the following results: In terms of the patterns of cognitive strategies most commonly used to learn reading skills for non-Arabic speakers,Social strategies came first, with a high standard, and a general arithmetic average (3.72). The cognitive strategies came in the second place with a moderate level and a general arithmetic average (3.37). Then the memorial strategies ranked third with a moderate level and a general arithmetic average (3.18). The compensatory strategies came in fourth place with a moderate level, and with a general arithmetic average (3.09). Then emotional strategies came in the fifth rank with a moderate level and a general arithmetic average (3.02).Mental strategies came in the last place with a moderate level and a general arithmetic average (2.95). The results also showed that the role of cognitive strategies in learning the reading skill for non-Arabic speakers, It came with a moderate level, and a general arithmetic average (3.31). Then, how to overcome the difficulties faced by non-Arabic speakers while reading the Arabic language, came at a moderate level,General mean arithmetic (2.92), Moreover, the difficulties faced by non-Arabic speakers while reading the Arabic language came at a moderate level and with a general arithmetic average (2.68). Finally, the study showed that there are no statistically significant differences in the level of cognitive strategies used in learning the reading skill for non-Arabic speakers, due to gender, age, educational level, or places of study.In light of the previous results, the study reached a set of recommendations, the most prominent of which are: • The necessity of directing teachers of Arabic language to non-native speakers to use teaching strategies appropriate to the learning strategies of these students. • Calling for training courses for non-native speakers in universities in the Sultanate of Oman to address strategies for learning the Arabic language.