Like many non-native learners, English is a Foreign Language to Omani learners; therefore, Spoken English turns out to be difficult and often problematic. Non-native learners of English face several phonological problems mainly because most languages follow specific, predictable rules of pronunciation, but English does not. There are native and non-native varieties of English, which differ not only in terms of vocabulary and grammar but also in pronunciation. In the backdrop of phonological differences between varieties of English and ensuing pronunciation problems, this action research was conducted to investigate the phonological problems that Omani learners at school level encounter. The study was based on focused observation using the diary as a tool for data collection for six months each in one (1) class of grade seven (7) and one (1) class of grade nine (9) in two Omani public schools. The total sample size was 100. The collected phonological data were coded and organized in terms of marked thematic categories. The recurrent problems which surfaced in the Spoken English of Omani learners involved in this study were pure vowel substitution for diphthongs [/schwa near-close back rounded vowel/] and /ei/, replacement of /p/ by /b/ sound, insertion of the vowel sound /I/ while pluralizing the words, syllabification of initial and final consonant clusters, deletion of /s/ sound occurring as the final element from consonant clusters, the alternation between /d3/ and /g, /3/ and /d3/, /t[Esh - voiceless palato-alveolar fricative]/ and /[Esh - voiceless palato-alveolar fricative]/ sounds, replacement of /t/ by /t[character omitted]/ sound, lengthening of certain vowel sounds, pronouncing 'r' in all phonetic environments, irregularities in the use of weak forms, and not following the rules of aspiration. Based on the emerging phonological problems, certain remedial activities were planned and used with the students, which helped improve their phonological problems considerably. These remedial activities are proposed and recommended as measures of pedagogical intervention.