This study aimed to assess the experience of teachers during the Learning Loss and the appropriateness of its content and to identify the mechanisms of confronting it from the mathematics teachers' perspectives in Oman. The sample consisted of (46) male and female teachers who were taught the learning loss of mathematics in public schools during the academic year 2021/2022. A questionnaire with three domains (Learning Loss Content, Teacher, and Mechanisms for Coping with Learning Loss) was adopted. The results showed that the degree of teachers' assessment of the learning loss experience came to a high degree. Besides, it showed that the experience of learning loss succeeded wildly among female teachers and achieved the necessary learning outcomes more than in male schools. It is recommended to take advantage of the current results in this study in preparing training programs for teachers to help them dealing with the difficulties that they faced by learning loss and conduct more studies dealing with the issue of learning loss in different samples and other stages.