This study aimed to investigate the degree to which Arabic language teachers practice aesthetic appreciation skills while teaching poetic texts from their own perspective. The study sample consisted of 87 teachers (male and female) working in schools under the Marka District Directorate in Amman Governorate. The study employed a descriptive survey methodology, and a questionnaire was developed as the primary research instrument. The questionnaire included 23 items distributed across three main domains: (1) the fundamental concepts of aesthetic appreciation, (2) actual practices of aesthetic appreciation, and (3) activities supporting aesthetic appreciation. The findings indicated that the overall degree to which Arabic language teachers practice aesthetic appreciation skills while teaching poetic texts was moderate. The results also revealed statistically significant differences in the level of these practices in favor of female teachers. However, no statistically significant differences were found based on academic qualifications. Additionally, variations were observed concerning teaching experience, with more experienced teachers (11 years or more) demonstrating a higher level of practice. In light of these findings, the researcher recommends implementing training programs aimed at enhancing the aesthetic appreciation skills of Arabic language teachers. Furthermore, the study suggests involving students in designing activities that support aesthetic appreciation to foster creativity and make them active participants in the educational process.