This study aimed to identify the degree to which basic education teachers practice teaching practices that support self-regulated learning, determine the level of students’ visual thinking skills, explore the relationship between the two variables, and identify the main obstacles that hinder the implementation of these practices. The study adopted the descriptive correlational approach, and a questionnaire was administered to a sample of (311) basic education teachers. The results revealed that teachers’ practice of teaching practices supporting self-regulated learning was very high, with a mean score of (4.27), while the level of students’ visual thinking skills was high, with a mean score of (3.98). The findings also showed a statistically significant positive correlation between teaching practices supporting self-regulated learning and students’ visual thinking skills, with a correlation coefficient of (0.64). In addition, the obstacles related to implementing these practices were rated high, particularly the lack of educational resources and the density of school curricula. The results indicated no statistically significant differences attributable to gender or years of experience, whereas differences were found according to academic qualification in favor of bachelor’s degree holders. The study recommended enhancing teaching practices that support self-regulated learning, training teachers in modern teaching strategies, and providing supportive educational environments for developing visual thinking skills.