The study aimed at investigating science teachers\' perceptions of the principles of accelerated learning in the light of some variables. The sample consisted of (240) science teachers chosen from two educational regions in the Sultanate of Oman. To achieve the aim of the study, a perception of science teachers of accelerated learning principles questionnaire was designed. Its final version consists of 50 items and its reliability was 0.82. After applying the questionnaire and analyzing the data obtained, the results showed that the \"Learning comes from doing the work itself (with feedback)\" domain has the highest average mean score among the other domains, whereas the \" Learning takes place on many levels simultaneously \" domain has the lowest average mean score. Furthermore, the results showed statistically significant differences in science teachers\' perception towards accelerated learning principles due to their gender in some domains. The results showed no significant differences among science teachers\' perception of accelerated learning principles due to college of preparation and teaching experience. In the light of these findings, a number of recommendations were proposed.