Understanding the teaching preferences of professors in e-learning and bringing education closer to these preferences can help increase learning efficiency. Thus, the present study was conducted with the aim of investigating the teaching preferences of Iranian and Omani professors in the field of e-learning. The present study was conducted by adopting a quantitative approach of a descriptive-survey method of the field branch to achieve the research goal. The statistical population included all professors of the two universities of Bu Ali Sina, Hamadan, and Sultan Qaboos University, Oman in the academic year 2021-2022. The sample size included 190 professors (95 Iranian professors and 95 Omani professors), who were selected conveniently. To collect information, a researcher-made questionnaire of e-learning preferences and Hofstede's (2010) cultural dimensions questionnaire were used. Cronbach's alpha coefficient was used to measure the reliability of the questionnaires, and the value of this coefficient was 0.91 for the e-learning preferences questionnaire and 0.82 for the Hofstede (2010) cultural dimensions questionnaire. Descriptive and inferential statistical methods (Chi-square, independent t-test, and one-way multivariate analysis of variance) were used to analyze the data. The findings from the analysis of the research data showed that, in general, the cultural dimensions and e-teaching preferences of Omani professors are different from those of Iranian professors (p<0.001). As a result, the findings suggest that considering the teaching preferences of users who teach in the e-learning environment is essential in order to increase the effectiveness and quality of teaching.